| Title: |
Analyzing Methods, Data Collection, and Trustworthiness in Self-Study Research: A Content Analysis of the First 19 Volumes of 'Studying Teacher Education' |
| Language: |
English |
| Authors: |
Brandon M. Butler (ORCID 0000-0002-8794-5183); Robert B. Horton |
| Source: |
Studying Teacher Education. 2025 21(2):92-124. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
33 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Evaluative; Information Analyses |
| Descriptors: |
Research Methodology; Data Collection; Credibility; Educational Research; Educational Researchers; Self Evaluation (Individuals); Teacher Education; Data Analysis; Grounded Theory; Feedback (Response); Case Studies; Content Analysis; Periodicals |
| DOI: |
10.1080/17425964.2024.2367978 |
| ISSN: |
1742-5964; 1742-5972 |
| Abstract: |
Self-study researchers have periodically considered the essence of self-study, its objectives, its applications, and potential future trajectories. To address this imperative, our study undertakes a content analysis of the initial 19 volumes of "Studying Teacher Education" (STE), the flagship journal of self-study research. We focus specifically on the methodological dimensions of the scholarship featured in the journal, encompassing the spectrum of self-study methodologies employed, data collection techniques utilized, and measures of trustworthiness adopted. Through our analysis, we identify prevalent trends within each thematic domain, alongside an evolving consensus over time regarding the characteristics of high-quality self-study research. Nonetheless, we also discern persistent challenges concerning the lack of definitional precision and consistent implementation across diverse methodologies, data collection approaches, and trustworthiness measures. Echoing previous scholarship, we advocate for the establishment of a shared lexicon within the self-study community and the cultivation of explicit understandings regarding the diverse modalities of its application. Furthermore, drawing from our analysis, we introduce a typology delineating three distinct epochs of self-study research within the journal's history while also envisioning the emergence of a fourth era poised to both reaffirm self-study's foundational role as a form of counter-scholarship and chart innovative pathways forward. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1493618 |
| Database: |
ERIC |