Autoethnography, Self-Narrative and Teacher Education

Hayler, Mike

doi:10.1007/978-94-6091-672-4

Cited by 54 publications

(7 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their case, they used it initially in their research into how university teachers managed change, realising that autoethnographic excavation of their own academic trajectories would bring them closer to their participants and, moreover, would render them less disingenuous in their methodological approach. Our experiences of autoethnography echo the words of Hayler (2011) that 'valuable insights into the work and identity' -in his case of teacher educators -'can be gained by examining our own memories and beliefs and [that] the narrative discourses through which we understand ourselves and our work are a source of rich description and insight' (p. 1). Similarly, Sparkes in writing about the UK Research Assessment Exercise (RAE) in 2007 uses autoethnography in the sense of 'selected personal experiences' to enhance, for me, the informal interviews he conducted with academics at English universities to produce an inspirational 'constructive process' (p. 522).…”

Section: Autoethnography and Higher Education Researchmentioning

confidence: 82%

Autoethnographic Journeys in Learning and Teaching in Higher Education

Trahar

2013

European Educational Research Journal

View full text Add to dashboard Cite

In this article, the author describes how the methodological approach of autoethnography enabled her to interrogate the philosophical underpinnings of the learning and teaching practices that she espoused as a university academic. This critical questioning was provoked through her interactions with postgraduate students from a range of contexts and academic traditions in a School of Education in a university in the United Kingdom. Through personal reflections and conversations with her 'selves' on her teaching and on her supervisory relationships with doctoral researchers, the author strives to show how she reduced her reliance on familiar ideas and changed the shape of her teaching through questioning her 'selves', beliefs and values. The value of autoethnography in enabling this critical exploration when working in an international European higher education context is highlighted. An aim is to encourage greater use of this methodological approach in European higher education research to enable greater sensitivity to our diverse constituencies. Scene 1. A Conversation with Myself (selves) about Critical Thinking'Your writing would have more academic authority if you were to substantiate your anecdotal claims by making more consistent reference to previous research'. I flush with embarrassment as I re-read the words I have written on the feedback form for his assignment. I have a responsibility to give him this feedback. It will help him to develop his writing so that it is commensurate with the expectations of postgraduate level work. Good academic writing demonstrates a balance between consideration of the words and ideas of others and critical reflection on the extent to which they apply -or not -in one's own context and experience. It also necessitates the ability to question and challenge existing knowledge and the social order. But, I also believe that anecdote has a place in academic writing, in that it can generate new knowledge 'by insisting on the ... moment, as the site of productive thinking' (Gallop, 2002, p. 5). Each of these positions is mediated by a set of beliefs and values about what constitutes academic practice. The first one is a tradition that is privileged in my United Kingdom (UK) context and one with which many readers, in particular those in other European contexts, will be familiar. It is, however, an academic practice that is much less favoured in other parts of the world, in particular those where writers prefer consensus to dissension. The 'critical thinking', to which I attach so much importance, is 'inspired by Marxist tradition and based on the use of reason to examine historical and social realities to uncover hidden forms of domination and exploitation ' (Vandermensbrugghe, 2004, p. 419).'But', I asked myself, 'isn't he doing a degree with a British university? Surely that means he should adhere to our academic traditions?'.'Should he?'. 'Are those academic traditions considered to be so superior? Do we know what our "academic traditions" are and, if we do, why we con...

show abstract

Section: Autoethnography and Higher Education Researchmentioning

confidence: 82%

Autoethnographic Journeys in Learning and Teaching in Higher Education

Trahar

2013

European Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…One significant assumption that underpins the thesis of my argument is that there are essentially novel insights into the administrator-scholar role that can be assembled and harnessed by examining my memories and beliefs (Armstrong 2008). Furthermore, the narrative discourses through which we understand ourselves and the work that we do represent a valuable source of insight (Hayler 2011). This article explores how I articulate the hybrid, dual, ambivalent and contested role of department chair through narrative and how this informs and develops my professional identities.…”

Section: Autoethnography As Methodsmentioning

confidence: 98%

2 - The Hybrid Administrator-scholar Paradigm in Higher Education Leadership in Africa

Zhou¹

2022

JHEA

View full text Add to dashboard Cite

The higher education landscape has been in a state of flux since the turn of the twenty-first century owing to pressure to internationalise and adopt entrepreneurial approaches in response to global demands. These exigencies have not spared middle-level managers in the academy who straddle the divide between administration and scholarship. This article explores the administrator-scholar paradigm in the context of the globalisation momentum in the academy, using an autoethnographical approach, in which I examine my personal and professional experience as a department chair in two universities over a period of five years. The study pays particular attention to how the dual role was enacted and views the administrator-scholar phenomenon as a resource, not a problem, as explicated in existing research. I articulate the leadership qualities that middle-level managers – more particularly, heads of departments – need, to navigate the contested space and ambivalent landscape of higher education leadership. Institutional gaps and the absence of systemic socialisation led me to develop a domain acculturation model, Divergent Collaborative Leadership, which emphasises the administrator- scholar in the construction of professional identities in higher education in the African context.

show abstract

“…It is important to note that the first author was both participant (undergoing treatment) and researcher in the present study. The study of the researcher as a subject of scientific investigation is becoming acceptable in many disciplines including sociology (Denzin, 1997;Lucal, 1999), education (Hayler, 2011) and nursing (Brunner, 2004;Sandelowski, 1994). The researchers adhered to guidelines advocated when undertaking researcher self-enquiry (Denzin, 1997;Denzin & Lincoln, 2005).…”

Section: Methods Participantsmentioning

confidence: 99%

Emotions and Emotion Regulation in a Female Couple Undergoing <i>in Vitro</i> Fertilization Treatment

Devonport

Lane²

2013

PSYCH

View full text Add to dashboard Cite

Research indicates that women undergoing In Vitro Fertilization (IVF) experience intense unwanted emotions, and that these emotions may result in the decision to abandon treatment. This case-study explored stressors, emotional responses and emotion regulation strategies of a female couple undergoing IVF procedures over a ten-week period. A mixed-method approach involved participants completing a daily open-ended diary and self-report scales to assess emotions and emotion regulation in relation to partner and self. Diary results indicated both partners experienced frequent stressors resulting from the IVF process, stressors that were intensified by perceptual and financial factors. Participants experienced a range of intense pleasant (e.g., happy, excited) and unpleasant emotions (e.g., depressed, anxious), and sought to down-regulate unpleasant emotions using a range of cognitive, behavioral, and social strategies. Questionnaire data indicated complementary styles of emotion regulation that appeared to help sustain pleasant emotions and down-regulate unpleasant emotions. Future research should test the effectiveness of interventions to help manage unwanted emotional responses to IVF treatment and corresponding regulatory efforts.

show abstract

Autoethnography, Self-Narrative and Teacher Education

Cited by 54 publications

References 62 publications

Autoethnographic Journeys in Learning and Teaching in Higher Education

Autoethnographic Journeys in Learning and Teaching in Higher Education

2 - The Hybrid Administrator-scholar Paradigm in Higher Education Leadership in Africa

Emotions and Emotion Regulation in a Female Couple Undergoing <i>in Vitro</i> Fertilization Treatment

Contact Info

Product

Resources

About

Autoethnography, Self-Narrative and Teacher Education

Cited by 54 publications

References 62 publications

Autoethnographic Journeys in Learning and Teaching in Higher Education

Autoethnographic Journeys in Learning and Teaching in Higher Education

2 - The Hybrid Administrator-scholar Paradigm in Higher Education Leadership in Africa

Emotions and Emotion Regulation in a Female Couple Undergoing &lt;i&gt;in Vitro&lt;/i&gt; Fertilization Treatment

Contact Info

Product

Resources

About

Emotions and Emotion Regulation in a Female Couple Undergoing <i>in Vitro</i> Fertilization Treatment