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Guidelines for Quality in Autobiographical Forms of Self-Study Research

University of Utah. Correspondence may be sent to him at the Center for the Improvement of Teacher Education and Schooling (CITES), 149 McKay Building, Brigham Young University, Provo, UT 84602-5060. His areas of specialization are teacher education and development and curriculum studies.

Stefinee Pinnegar, Associate Professor of Teacher Education

Brigham Young University, Department of Teaching, 215 McKay Building, Provo, UT 84602. She specializes in teacher education, teacher thinking, and self-study

The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only because these are the dominant forms of self-study but because of the demands they present for producers and consumers. The work of C. Wright Mills (1959)is used to provide a framework for determining what makes a piece of self-study writing research. Mills argues that personal troubles cannot be solved as merely troubles, but must be understood in terms of public issues and history (p. 226). Insights are drawn from literary conventions. A set of guidelines are provided for consideration by self-study researchers in their quest for greater quality.

Educational Researcher, Vol. 30, No. 3, 13-21 (2001)
DOI: 10.3102/0013189X030003013


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