Search results for: Auto-ethnography
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This In Practice paper reports on an autoethnographic study based on the author’s 12-week teaching practicum experience in two secondary schools in an initial teacher education programme to professionally develop himself as a teacher educator. As a novice teacher educator, the author took on the role as a student teacher in the practicum. Through ongoing dialogues with different stakeholders in schools and the author’s own reflective self, the practicum experience provided an opportunity for the author to understand the tension between theory and practice, learn to give feedback as a teaching practicum supervisor and facilitate the development of schools. This paper offers implications on the benefits of engaging in self-study such as autoethnography in the school context for novice teacher educators to understand the educational reality and professional lives of schoolteachers as well as professionally develop themselves in their teacher education career.
Updated: Jan. 25, 2021
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Updated: Mar. 15, 2017
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Updated: Dec. 20, 2016
This article consists of critical reflections on an inclusion story that the author wrote about his own practice as a local education authority educational psychologist in the United Kingdom. The aim is to shed light on the process of producing stories and possibly also on criteria for judging them.
Updated: Jun. 29, 2010
The author is trying to break the cycle of social reproduction and domination and become the type of teacher who liberates rather than domesticates. In this article the author uses ‘autoethnography’ and ‘mystoriography’ to analyse his professional development and to imagine and enact a teaching identity. Pragmatic radicalism provides a strategic means of surviving and undermining hegemonic school systems while revolutionising the politics of the classroom.
Updated: Dec. 15, 2009
The paper offers an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum. It presents a critical teacher education multicultural curriculum based in the United States that included an auto-ethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality.
Updated: Mar. 30, 2009
The purpose of the paper is to investigate proteges' perspectives on their mentoring relationships within doctoral programs. The authors employ an autoethnographic approach to research writing. They share their journey after having studied the mentoring relationships within their own doctoral programs. The paper provides implications for practice for proteges and mentors, as well as future research directions
Updated: Jan. 28, 2009
Fitting the Methodology with the Research: An exploration of narrative, self-study and auto-ethnography
Sharpening our approaches to methodology in self-study research can strengthen our work and clarify questions that arise for readers unfamiliar with this research genre. Our article considers three methodologies - narrative, auto-ethnography and self-study - that privilege self in the research design, believing that addressing self can contribute to our understandings about teaching and teacher education.
Updated: Jun. 02, 2008