Fitting the Methodology with the Research: An exploration of narrative, self-study and auto-ethnography

Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor

“…We conducted a self-study (Hamilton, Smith, & Worthington, 2008;Loughran, 2007) of our experience, as a Chinese international student and her Dutch supervisor during her doctoral research project at a Dutch university. We use intercultural communication and educational theory to analyze the results.…”

Blending online asynchronous and synchronous learning

“…In this type of study, the goal of the investigation is to uncover knowledge about practice while recognizing how the self can contribute to scholarly works about teaching and address personal beliefs while acting on them (Hamilton & Pinnegar, 2000;Hamilton, Smith, & Worthington, 2008;Loughran, 2005). While engaging in this investigation, I relied on observations shared by LaBoskey (2004) about the five elements of self-study methodologies that recommends that the study (a) is self-initiated and focused, (b) is improvement aimed, (c) is interactive, (d) relies on multiple primarily qualitative methods, and (e) uses exemplar-based validation.…”

Learning to teach scientific practices: pedagogical decisions and reflections during a course for pre-service science teachers

“…Considering my subjective experience as a researcher (Hamilton et al 2008), I have decided to start this course next year by asking students to draw a concept map of SPs, thus their prior knowledge of SPs, and then to go ahead with the three sessions discussed here. During the lecture and microteaching hours, I will deeply discuss the concepts of experiment, observation, inference, and prediction in order to avoid any kind of misconception.…”

“…Although there are various definitions of ethnography, ethnography in education specifically is defined as 'research on and in educational institutions based on participant observation and/or permanent recordings of everyday life in naturally occurring settings' (Delamont and Atkinson 1980, p. 139). On the other hand, auto-ethnography in education is taken to be a form of self-reflection that aims at presenting a teacher-educator's subjective experience as a researcher, combining this narrative with theoretical frameworks of wider phenomena (Hamilton et al 2008). According to Ellis and Bochner (2000), auto-ethnographic studies differ in the sense that they emphasize the 'auto' (the self ), 'ethno' (cultural elements), and 'graphy' (the research process) (as cited in Reed-Danahay 1997).…”