Disruption – Forming, Framing, and Linking in Developing Research Questions

Abstract

The Zeichner Paradox presents the Self-Study of Teaching and Teacher Education Practices (S-STEP) research community and other researchers engaged in intimate scholarship with three challenges to the viability of our methodology: the development of questions significant to the larger research base of teaching and teacher education; the use of existing research to frame our questions; and the connection of our current research to the works of other researchers to inform our work. Based on identified exemplar studies, we demonstrate tools that might be used by researchers to strengthen the presentation of our work and explore the challenges to reveal links between and among them.

Citation

(2015), "Disruption – Forming, Framing, and Linking in Developing Research Questions", Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry (Advances in Research on Teaching, Vol. 26), Emerald Group Publishing Limited, Leeds, pp. 303-317. https://doi.org/10.1108/S1479-368720140000026041