Critical Friendship Quality and Trustworthiness: Our New Understandings.
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| Title: | Critical Friendship Quality and Trustworthiness: Our New Understandings. |
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| Authors: | Petroelje Stolle, Elizabeth1 stollee@gvsu.edu, Frambaugh-Kritzer, Charlotte1 |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Apr2025, Vol. 21 Issue 1, p22-38. 17p. |
| Subject Terms: | *Autodidacticism, *Friendship |
| Abstract: | This self-study explored the authors' evolving perspectives on critical friendship quality and trustworthiness within the context of self-study research. Drawing on over 20 years of engagement in self-study research, the authors adopted a theoretical framework grounded in Dewey's reflective thinking and Rosenblatt's Transactional Theory. Data collection involved analyzing eight previous self-studies that applied critical friendship over a 10-year body of work, as well as detailed notes from conversations. The Critical Friend Definition Continuum, Critical Friend Quality Criteria Guide (CFQCG), and Catalog of Trustworthiness Indicators were applied to help the authors analyze how they demonstrated CF rigor and trustworthiness. Utilizing direct content analysis, real-time dialogue, and writing as a way of knowing, the findings identified nuanced working definitions for CF quality and CF trustworthiness, emphasizing the need for shared language and established criteria to offer more in-depth explanations of CF contributions, thereby enhancing reader understanding and trust. The authors transformed their thinking and now suggest that a more detailed and shared language can improve the clarity and impact of CF on self-study research. The implications further highlight the importance of defining and communicating CF criteria to enhance the rigor and credibility of self-study practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This self-study explored the authors' evolving perspectives on critical friendship quality and trustworthiness within the context of self-study research. Drawing on over 20 years of engagement in self-study research, the authors adopted a theoretical framework grounded in Dewey's reflective thinking and Rosenblatt's Transactional Theory. Data collection involved analyzing eight previous self-studies that applied critical friendship over a 10-year body of work, as well as detailed notes from conversations. The Critical Friend Definition Continuum, Critical Friend Quality Criteria Guide (CFQCG), and Catalog of Trustworthiness Indicators were applied to help the authors analyze how they demonstrated CF rigor and trustworthiness. Utilizing direct content analysis, real-time dialogue, and writing as a way of knowing, the findings identified nuanced working definitions for CF quality and CF trustworthiness, emphasizing the need for shared language and established criteria to offer more in-depth explanations of CF contributions, thereby enhancing reader understanding and trust. The authors transformed their thinking and now suggest that a more detailed and shared language can improve the clarity and impact of CF on self-study research. The implications further highlight the importance of defining and communicating CF criteria to enhance the rigor and credibility of self-study practices. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425964.2024.2443572 |
