Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry

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Author(s): Todd S. Hawley (Kent State University, Kent, OH, USA)and Andrew L. Hostetler (Vanderbilt University, Nashville, TN, USA)
Copyright: 2021
Pages: 12
Source title: Research Anthology on Adult Education and the Development of Lifelong Learners
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-8598-6.ch031

Keywords: Adult Learning / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

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.

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Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology: An Invitation to Inquiry

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