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.
CITATION STYLE
Fletcher, T. (2020). Self-Study as Hybrid Methodology. In Springer International Handbooks of Education (Vol. Part F1632, pp. 269–297). Springer Nature. https://doi.org/10.1007/978-981-13-6880-6_9
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