Autoethnografie – ein vielversprechender Ansatz für die Lehrer*innenbildung(sforschung)

Abstract

This paper outlines the research approach of autoethnography and its potential for teacher education and research. First, a historical overview is given of the predecessors and the international context in which autoethnography has emerged. Then three important currents are delineated, with the focus on evocative autoethnography, which breaks most radically with traditional approaches of cultural anthropology and social science. Finally, it is discussed in which ways autoethnography may provide new perspectives for teacher education and research.