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Self-Study as Hybrid Methodology

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2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Throughout this chapter an argument is made that hybridity is a central feature of self-study of teacher education practice (S-STEP) methodology. Attention is given to ways in which S-STEP methodology might be considered hybrid from historical, definitional, methodological, and theoretical perspectives. These considerations are supported by empirical representations of hybridity in S-STEP literature.

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Authors and Affiliations

  1. Department of Kinesiology, Brock University, St. Catharines, ON, Canada

    Tim Fletcher

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  1. Tim Fletcher
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Correspondence to Tim Fletcher .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

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  1. No affiliation provided

    Shawn Michael Bullock

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Fletcher, T. (2019). Self-Study as Hybrid Methodology. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_9-1

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