Using Autoethnography in the Scholarship of Teaching and Learning: Reflective Practice from ‘the Other Side of the Mirror'

Authors

Fernanda P. Duarte, University of Western SydneyFollow

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Duarte, Fernanda P. (2007) "Using Autoethnography in the Scholarship of Teaching and Learning: Reflective Practice from ‘the Other Side of the Mirror'," International Journal for the Scholarship of Teaching and Learning: Vol. 1: No. 2, Article 21.
Available at: https://doi.org/10.20429/ijsotl.2007.010221