ABSTRACT
Over the years, my research in the field of secondary mathematics teacher education over the years has drawn on a number of methodologies and theories and in various combinations with each other. During this time, I have grappled with the relationships and tensions between methodology and theory and myself as researcher. This chapter traces the evolution of that research, ending at a new beginning in the form of a discourse analysis informed by Bourdieu’s social field theory and applied, in this case, to my self-study research as a mathematics teacher educator. The conceptualization of this Bourdieu-informed discourse analysis (BIDA) emerges out of my desire to (re)define new relationships and conversations between self-study method ology and Bourdieu’s social field theory (BSFT) – ones that resist privileging and separating the threads of methodology and theory in research. BIDA for self-study has several dimensions, each of which will be individually unpacked in this chapter, followed by an application of BIDA in the specific context of my self-study research on my role as a university faculty adviser (supervisor) in prospective mathematics teachers’ field experiences.
