Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry
Todd Hawley, Kent State University, Kent, OH, United States ; Andrew Hostetler, Vanderbilt University, Nashville, TN, United States
IJAVET Volume 8, Number 2, ISSN 1947-8607 Publisher: IGI Global
In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.
Hawley, T. & Hostetler, A. (2017). Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry. International Journal of Adult Vocational Education and Technology, 8(2), 82-92. IGI Global.