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Abstract

Borrowing concepts from autoethnography – a writing genre in which the researcher ‘becomes’ the phenomenon under investigation – this essay is based on my reflections and recollections of important events and insights that occurred during my participation in a professional development project. This experience has significantly altered my outlook on teaching and learning, as it forced me to reflect more critically on why I teach the way I do, and look at my pedagogical practices anew. The first part provides a brief introduction of autoethnography as a reflexive writing genre; the second part presents the broad narrative – that of myself as a ‘neophyte pedagogue on a journey of discovery’, the third part reflects on the challenges of the implementation of the redesigned subjects (courses), in the aftermath of the project, and the fourth part raises some important institutional issues that emerged from the experience.

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