This chapter focuses on the research process and the match and mismatch among the methodologies employed. It is organized according to the chronology of selected, relevant phases of the research: choosing a research methodology, conducting the research, and reflection on the process. First, we briefly outline why we chose a teacher-researcher action research methodology – notably this was established a priori; second, we explain how we came to consider the research self-study – an emphasis and need that became progressively more explicit. The self-study continued ad hoc, long after the initial research finished with Robyn’s completed thesis, as we met periodically to discuss and reflect on our relationship in the research process. Then, key events illustrating the clash between researcher and teacher roles are outlined as are the varied emphases of the methodologies that informed the research design. The influence of different perspectives of teacher-researcher (Robyn) and researcher-collaborator (Peter) are recounted to inform our need to take into account more fully the teachers’ emotional gestalts involved in action research. Finally, we ask whether our self-study, teacher research, and action research are complementary or antagonistic modes of inquiry. This is an important methodological issue because the approaches are exactly those that are employed to develop understandings of practice and they are often viewed as compatible.
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© 2008 Springer Science + Business Media B.V
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Aubusson, P., Gregson, R. (2008). Self-study, Teacher-Researcher, and Action Research: Three Sides of a Coin?. In: Aubusson, P., Schuck, S. (eds) Teacher Learning and Development. Self Study of Teaching and Teacher Education Practices, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-4642-1_12
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DOI: https://doi.org/10.1007/978-1-4020-4642-1_12
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