Running Head: WAYS OF KNOWING
1
Ways of Knowing: Self-Study Research
Megan H. L. Tucker
EDUC 800
November 29, 2011
Ways of Knowing 2
Ways of Knowing: Self-Study Research
Self-study research has emerged as an important research methodology for teacher
educators. For the purpose of this paper, self-study teacher research is defined as research
designed to encourage teachers to be agents of their own change initiatives while working
collaboratively with colleagues (Kosnik, Beck, Freese, & Samaras 2006; Samaras, 2011). The
overarching goal of self-study is for one to examine their own teaching with the notion of
transforming their practice (Anderson-Patton & Bass, 2002; Lyons & LaBoskey, 2002). With
its foundations in teacher inquiry and action research, self- study utilizes a variety of specific
methodologies under a larger qualitative research umbrella.
I chose this topic as a “way of knowing” not only because it is a brand new method to
me, but also because self-study has started to gain a foothold in research circles in just the
past few decades. As an emerging methodology for teacher educators, I see self-study as a
way of knowing across the board. Thus, this paper offers some history of self-study, steps in
conducting self-study research, a variety of approaches to this methodology, and finally, how
self-study is a new way of knowing for me as an teacher educator.
History of Self Study Research
Self-study as action research has a rich, albeit, short history. Self-study traces its roots
from teacher inquiry, reflective practices and action research (Samaras & Freese, 2009).
Teacher inquiry came to fruition in the 1950’s, but was not considered to be an important part
of research until around the late 1980’s (Cochran-Smith, 1991). According to Duckworth
(1987) teachers began to inquire into their students’ learning, as well as their teaching. The
interest in teacher research was strongly enhanced by Stenhouse (1975) and Elliot’s (1978)
work on action research and the idea of “teachers as researchers.” Later, research into
Ways of Knowing 3
reflective practice had early influences on self-study. Researchers at universities began to use
personal histories and narrative inquiry to better understand their practice (Bullough & Gitlin,
1995; Connelly & Clandinin, 1990; Lassonde, Galman & Kosnik, 2009). Finally, action
research contributed to the foundations of self-study. According to Feldman, Paugh and Mills
(2004) action research provides a method to conduct systematic inquiry into teaching
practices.
By the early 1990’s, self-study had begun to formalize in research circles. A
foundational text that promoted understanding the nature of self-study research is the book,
Reconceptualizing Teaching Practice: Self-Study in Teacher Education which was published
by Hamilton, Pinnegar, Russell, Loughran and LaBoskey in 1998 (Loughran, 2007; Samaras
& Freese, 2009). This book offers reasons for teacher educators to pursue these types of
studies. Yet another advancement of self-study developed in 1996 as the inaugural First
Castle Conference was held in East Sussex, England (Samaras & Freese, 2009). The
conference served as an open forum for bringing researchers together to discuss, ask
questions, make their knowledge public and open to critique, as well as contribute to the
nature of their ever-changing field (Samaras & Freese, 2009). Though self-study research is
still relatively new as a field of research it has matured and gained legitimacy in academia. As
self-study research continues to be presented, critiqued and published, the field gains a
stronger foothold in research communities.
The development of self-study research has also met its fair share of critique and
rejection. Critics often point at the risk of autoethnographical studies becoming idiosyncratic
and narcissistic, and as a result, self-studies have often been denied publication (Lunenberg,
Zwart & Korthagen, 2010). Clandinin and Connelly (2000), note that whereas a field text
Ways of Knowing 4
contains stories, a research text should involve analysis and interpretation to address critics of
this form of study. According to Loughran and Northfield (1998), in self-study research it is
ultimately the reader who will assess the reliability and validity of the research.
Basic Approaches to Self-Study Research Methods
As the name indicates, self-study research has a central focus in personal experiences
in teaching. Samaras (2010) notes, “In self-study research, researchers initiate personal
inquiries situated in their practice with attention to the play role as researcher inside that
process.” The self-study researcher will openly, reflectively, and systematically examine their
practice with critique from others to gain alternative points of view (Samaras, 2010).
Likewise, Anderson-Patton and Bass (2002) note that merely reading research on teaching is
not nearly as effective in transforming practice as would be personal reflection and self-study
research. Self-study is a widely encompassing methodology that may appeal to more than just
one type of teacher educator, and as such, transforming practice becomes attainable by many
(Anderson-Patton & Bass, 2002).
There are many different but complimentary approaches to the self-study method. A
self-study methodology can be utilized through interviews, personal experience, participatory
research, communities of practice, co-/authoethnography, and artistic methods, among others
(Lassonde, Galman & Kosnik, 2009). The overarching goal of self-study is to bring the
importance of the self to the forefront, make the experience of the teacher educators a
research resource, and urge those who engage in self-study to be critical of themselves and
their roles as both researchers and teacher educators (Feldman, Paugh & Mills, 2004;
Feldman, 2009).
Ways of Knowing 5
Interviews for self-study are similar to interview processes in any research
methodology. They focus on the quality of interviews, providing a standard for quality that
self-study researchers uphold: extent of spontaneous and rich answers, short questions to lead
to long answers, follow-ups for clarification, verification of interpretations and “selfcommunication” (Kosnik, Cleovoulou & Fletcher, 2009; Kvale, 1996). Following the
interviews, the researcher may approach the data analysis through grounded theory because
the theory emerges from the data which allows the researcher to pursue an area of interest
(Kosnik et al, 2009).
Researchers may also utilize personal experience in the self-study method. LaBoskey
(2004) provides a list of five characteristics which should be considered when using personal
experience in self-study: self-initiated, improvement-aimed, interactive, using multiple
qualitative methods and using trustworthiness to establish validity. This use of personal
experience in self-study is about learning from experiences and involves acknowledging ways
in which experience has authority (Russell, 2009). Russell notes that when analyzing and
reporting data a researcher will provide their own perspectives on a certain topic such as rigor
or relevance (2009, p.75). Using personal experience in self-study is a strength and weakness
in its personal nature. Those who reject research that is personal will always see self-study as
a limited form of research, if they consider it research at all. However, research that is
reported by others may not speak to one’s own practice, whereas self-study allows for just
that (Russell, 2009). As Russell (2009) notes, “experience matters, and the learning is in the
experience” (p. 84).
Participatory research as self-study is directly linked to teacher education (Paugh &
Robinson, 2009). Paugh and Robinson (2009) drew on participatory research methods to
Ways of Knowing 6
question teacher education practices in relationship to their goals, goals of the teachers in their
courses, the outside standards and institutional constraints and the diverse need of the
students. Using participatory or action research positions the ‘self’ in relationship to the
context of what is being studied (LaBoskey, 2004; Paugh & Robinson, 2009). The idea of
cycles is commonly used in participatory research for self-study. These “cycles” may explore
studying dynamic roles and relationships as a way of gaining deeper insight to the notion of
selves as social and cultural constructions (Paugh & Robinson, 2009). Paugh and Robinson
(2009) go on to note that each self-study researcher must employ methods in response to their
theoretical framework and be responsive to unique and local circumstances in the research
process.
Communities of practice are defined as “at least four member groups, committed to
working together to study their teacher education practices” (Kitchen & Parker, 2009, p.108).
Collaboration among teachers has been a part of self-study research from its inception and is
now considered an integral part of conducting a self-study (Kitchen & Parker, 2009). There
are four standards of quality used to critically examine communities of practice. First is to
establish conditions for research. Second is to create educational knowledge. Third is
recreating teacher education, and finally, fourth is the public discourse of communities of
practice (Kitchen & Parker, 2009). These communities draw on shared experiences though the
members are often from diverse backgrounds. Communities of practice may consist of
members from within education colleges, as well as across institutions. Regardless, it is
important that at least some of the members of the community of practice has some self-study
experience (Kitchen & Parker, 2009). Diverse backgrounds offer rich conversation, but
common ground must also be established to make meaning. Overall, Kitchen and Parker
Ways of Knowing 7
(2009) assert that being part of a self-study community provides individuals with a sense of
belonging and community. This approach to self-study plays an important role in developing
and enacting effective teacher education pedagogy (Kitchen & Parker, 2009).
Autoethnography is paramount in self-study research because it prioritizes the stories
of teachers as a way of making sends or theorizing about teaching (Taylor & Coia, 2009).
Taylor and Coia (2009) note that in a self-study driven autoethnography, it is of utmost
importance to blur the role of the researcher so that he/she is not a completely subjective
insider, nor a completely objective outsider. Likewise the understanding of the “self” is in
constant flux (Taylor & Coia, 2009). One strength of using autoethnography in self-study is
that “we are, in an important sense, looking at the layering or interweaving of our selves-inrelation to uncover and better understand aspects of our teaching” (Taylor & Coia, 2009, p.
179). Likewise, a weakness of autoethnography is the time and depth required. Also, as Roth
(2005) notes, investigating the self gives access to culture as it is realized, however, we are
also too close to ourselves which may not allow us the distance to be objective in critiquing
our sense-making. Thus, the importance of finding balance between being a subjective insider
and an objective outsider becomes all the more focused.
Researchers that use artistic methods in self-study have a unique experience in
conveying their research in a nontraditional way. Galman (2009) notes that an arts-based selfstudy research “is about using the power, economy, and reflective or transformative potential
of the arts to conduct and deepen inquiry” (p. 130). According to Galman (2009) the main
guideline in conducting arts-based self-study research is the attempted resolution of a
fragmented self. What Galman means by this is that teaching selves are often separate from
“other” selves or facets of who we are (2009, p. 131). Conducting arts-based self-study is not
Ways of Knowing 8
resolutely structured. On the contrary there are many angles upon which to approach this
method, with the constant being the use of rigor and providing deepened understanding,
accessibility and connection (Galman, 2009). Data checking is a primary goal in this type of
method and data analysis. As art is open to multiple interpretations, member checking is vital
to contribute to the rigor of the research.
Conducting Self-Study Research
Regardless of the methodological stance taken when using self-study research, a few
specific guidelines should be constantly utilized. Prominent self-study researcher, Samaras
(2011) sets forth a series of steps in conducting self-study research. Each step is meant to
ensure rigor, reflection and critical thinking. The first of these steps is to author your own
questions. Self-study teachers should initiate questions about their own practice. These
questions are generated mainly from observations and personal experiences in the classroom
over time (Samaras, 2011).
The second step is to work with a “critical friends” team (Samaras, 2011). This
research requires critical and collaborative inquiry. Self-study teachers work with critical
friends in an intellectually safe and supportive community to improve their practice by
making it explicit to themselves and to others through critical collaborative inquiries. Samaras
(2011) notes that self-study is personal and interpersonal with learning, thinking, and knowing
as it emerges through collaboration and feedback from others. Working with colleagues can
help to extend and transform an individual's understanding. Thus critical friends encourage
and solicit questioning and differing views to obtain alternative perspectives. These
individuals or “critical friends” will also work to help validate the quality and legitimacy of
each other's claims in the research (Samaras, 2011).
Ways of Knowing 9
Step three is to plan new pedagogies for improved learning. The purpose of self-study
is to improve learning, thus teachers must ask, "What is the value of this research to others?"
(Samaras, 2011). This deliberate questioning leads to improved teaching which has an impact
on student learning. Improved learning includes teachers' understanding of what works and
what doesn't work in their teaching. What if a teacher's research does not result in hoped-for
outcomes? Teachers, much like everyone, learn from their mistakes. Samaras (2011) notes
that in their research efforts, teachers are constantly learning what works and what does not
work for them, and that is considered to be great progress.
The fourth step in conducting a self-study is to enact, document, and assess your
research process. Self-study requires a transparent research process that clearly and accurately
documents processes through dialogue and critiques with colleagues. It requires that teachers
be open to outside views, questions, and potential critiques. Self-study teachers strive to make
their practice explicit to themselves, as well as to others. Individuals who critique through
asking probing questions and offering alternative perspectives and interpretations can enhance
the transparency of the research process (Samaras, 2011).
The fifth and final step is to generate and share what you have learned throughout the
research process. Self-study research generates knowledge that is made public through
presentations and publication. By exposing your work you are making it available for
adaptation or critique. Making a study public “contributes to the accumulation of pedagogical,
content, and issue-based knowledge and serves to build validation across related works”
(Samaras, 2011, p. 45).
Self-Study as a Way of Knowing
Ways of Knowing 10
As an educator in academia I am often concerned with my teaching methods and my
students’ ways of learning. I approached the self-study method with no prior knowledge or
experience; however I do have an affinity towards qualitative research as a whole. Being a
student in higher education, I focus much of my research on student and faculty development.
Thus, self-study may prove to be a valuable asset for my future research.
Lyons and LaBoskey’s (2002) text discusses the importance of narrative as a way of
knowing. Narrative research has a large influence on the self-study methodology. Self-study
utilizes narrative through autoethnography, reflections, teaching portfolios and personal
experience testimonies, to name a few. Anderson-Patton and Bass (2002) note that self-study
as a method is very powerful in that teachers who have experienced “force-fed” best practices
will see the benefit with working with what is real to them (p.101). By using narrative
reflection in self-study, teachers are better equipped to fully realize what works in their
classrooms and what is ineffective.
In the future I wish to engage in self-study research to understand how my teaching
practices directly or indirectly affect my classroom. Were I to conduct a self-study of my own
I would likely model it after the example that Anderson-Patton and Bass (2002) used in the
Lyons and LaBoskey (2002) text. Anderson-Patton and Bass utilized teacher portfolios,
interviews, student artifacts and reflections for a comprehensive look at teaching practices
while maintaining structure (2002, p.102).
Each semester I reflect on what worked in my classroom and what fell flat. I am
constantly trying out new techniques in lecture, new activities and updated media to appeal to
the larger classroom audience. However, I have never formally researched my teaching
methods, nor have I collaborated with critical friends and colleagues about best practices.
Ways of Knowing 11
Utilizing self-study as a method upon which I can analyze my teaching may prove immensely
beneficial to my future as a professor. By furthering my understanding of how I teach and the
affect of my teaching, I can become a more thoughtful and educated educator. After all, the
goal is for my teaching methods to translate into pliable information that my students can use
and share as they become “teachers” in their own right. Thus, my ways of knowing may have
the ability to speak to theirs.
Ways of Knowing 12
References
Anderson-Patton, V., & Bass, E. (2002). Using narrative teaching portfolios for self-study. In
Lyons, N., & LaBoskey, V., Narrative Inquiry in Practice: Advancing the Knowledge
of Teaching. New York: Teachers College Press.
Clandinin, D. & Connelly, F. (2000). Narrative inquiry: Experience and story in qualitative
research, San Francisco: Jossey-Bass.
Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review,
61, 279-310.
Elliot, J. (1978). What is action research in schools?. Journal of Curriculum Studies, 10, 355–
357.
Feldman, A. (2009). Making the self problematic. In Lassonde, C., Galman, S., & Kosnik, C.,
Self-Study Research Methodologies for Teacher Educators (35-49). Rotterdam: Sense
Publishers.
Galman, S. (2009). Trading in fables. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study
Research Methodologies for Teacher Educators (53-69). Rotterdam: Sense Publishers.
Hamilton, M., Pinnegar, S., Russell, T., Loughran, J., & LaBoskey, V. (1998).
Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer
Press.
Kitchen, J., & Parker, D.C. (2009). Self-study communities of practice. In Lassonde, C.,
Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators
(53-69). Rotterdam: Sense Publishers.
Ways of Knowing 13
Kosnik, C., Cleovoulou, Y., & Fletcher, T. (2009). The use of interviews in self-study
research. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research
Methodologies for Teacher Educators (53-69). Rotterdam: Sense Publishers.
Lyons, N., & LaBoskey, V., Narrative Inquiry in Practice: Advancing the Knowledge of
Teaching. New York: Teachers College Press.
Lassonde, C., Galman, S., & Kosnik, C. (2009). Self-Study Research Methodologies for
Teacher Educators. Rotterdam: Sense Publishers.
Loughran, J. (2007). International handbook of self-study of teaching and teacher education
practices. Dordrecht: Springer.
Loughran J., & Northfield, J. (1998). A framework for the development of self-study
practice, In M.L. Hamilton, Reconceptualizing teaching practice: Self-study in teacher
education (7–18), London: Falmer Press.
Lunenberg, M., Zwart, R., & Korthagen, F. (2010). Critical issues in supporting self-study.
Teaching and Teacher Education, 26, 1280-1289.
Paugh, P., & Robinson, E. (2009). Participatory research as self-study. In Lassonde, C.,
Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators
(87-106). Rotterdam: Sense Publishers.
Roth, A. (2005). Auto/biography and auto/ethnography: Praxis of research method.
Rotterdam: Sense Publishers.
Samaras, A. (2011). Flying solo. Journal of Staff Development, 32, 42-45.
Samaras, A. (2010). Explorations in using arts-based self-study methods. International
Journal of Qualitative Studies in Education, 23, 719-736.
Ways of Knowing 14
Stenhouse, L. (1975). An introduction to curriculum research and development. London:
Heineman.
Taylor, M., & Coia, L. (2009). Co/autoethnography. In Lassonde, C., Galman, S., & Kosnik,
C., Self-Study Research Methodologies for Teacher Educators (169-186). Rotterdam:
Sense Publishers.