Initial Teacher Education and Autoethnography

Hayler, Mike

doi:10.1007/978-94-6091-672-4_2

Cited by 6 publications

(7 citation statements)

References 47 publications

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“…The module sought to recognise the students’ own values, beliefs and assumptions and how these might be challenged by alternative viewpoints. According to Hayler (2011, p. 1) “valuable insights into the work and identity … can be gained by examining our own memories and beliefs and the narrative discourses through which we understand ourselves and our work are a source of rich description and insight”.…”

Section: Enquiring Into Lived Experience: a Methodological Approachmentioning

confidence: 99%

“Seeking meaning in self: the dialogical process of storytelling and educating the professional practitioner”

Higgins

2021

HESWBL

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PurposeThe paper seeks to illustrate the impact, a narrative based approach to learning in practice could have in relation to management education, where reflexive critiques may provide a platform for integrating more closely the appreciation/analysis of the nature of management development with the experiences of practice.Design/methodology/approachCollaborative ethnography seeks to connect the self with others and the social with context; it is a method which embraces the opportunity to understand/appreciate lived experience in moments of learning.FindingsThe use of storytelling as a method to aid reflexive dialogue forces the student to move away from their pre-existing assumptions and practices and provide them with the power and conviction to seek out and recognise new meaning and differing alternatives of practice. The implication of this position in terms of an educational agenda involves challenging the “self-conceptions” of what it means to be a “practitioner” (Alvesson and Willmott, 1992; Martin, 1992; Zubizarreta, 2004).Practical implicationsThe authors argue that focus must be placed on methods through which learning resides in action. Recognising action in learning allows for the development of management education which re-directs thinking and conceptualising towards understanding the social tensions, complex relations and connections in the co-construction of knowing.Social implicationsThe article has sought to exemplify how storytelling can contribute to professional and personal development in new and more enriched ways. This reflexive-style paper presented a perspective from which the writers' values and beliefs are informed, as opposed to making a claim for authenticity and authority in regards to the subject area.Originality/valueThe paper highlights the need to explore imaginative modes of management education practices (Hjorth et al., 2018). Teaching students to simply tell stories is not the goal; rather, it is about sensitising students to the aesthetics of organising and the potential of approaching learning from sensuous and experimental perspectives.

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Section: Enquiring Into Lived Experience: a Methodological Approachmentioning

confidence: 99%

“Seeking meaning in self: the dialogical process of storytelling and educating the professional practitioner”

Higgins

2021

HESWBL

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“…Data collection also involved two audio-recorded, face to-face, 15 min semi-structured interviews with Donna (teacher) and Geoff (parent). The semi-structured interviews (adapted from Scott, 2015) and panel discussions were based on four central interactions (Hayler, 2011) – sharing stories and professional experience of O&M, individual experiences of O&M, public policy and legislative practices of O&M, and historical and contemporary O&M. Transcripts were provided to all participants in their preferred format for confirmation and accuracy. All data were recorded on an excel spread sheet for later analysis.…”

Section: Methodsmentioning

confidence: 99%

‘Orientation and Mobility . . . What is that again?’

Blake

2020

British Journal of Visual Impairment

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Orientation and Mobility (O&M) is historically understood as the technical skills required for a person with visual impairment to move independently and safely through their environment. O&M instruction was originally positioned as a way to progress the rehabilitation of US veterans blinded in World War II. Since then, the long white cane has been synonymous with visual impairment, blindness, and the discipline of O&M. To this day, the attainment of long-cane skills and route travel persists as a major component of O&M practice and research. This pervasive quantitative conception of O&M instruction promotes attitudes, perspectives, and interests that impede a shared commitment to studying and improving the fundamentals of O&M. Drawing on qualitative data from interviews with three Queensland primary school students with visual impairment, a parent, teacher, and a panel of Australian O&M specialists the sub-culture of O&M is illuminated. Results indicate a lack of general awareness of the impact of Visual Impairment and of O&M, and shed light on the authentic learning experiences of the three students with visual impairment. To better understand the influence of visual impairment on independent travel and subsequently the tenets of O&M learning and teaching, it is necessary to challenge the conventional way of telling the story of O&M. The importance of changing preconceived ideas and values of O&M is discussed.

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“…I could devote very limited time for my own professional development; a few I was engaged in were to participate in conferences and submitting to journals only once for each per year. In one of these conferences in 2018, I came across the term autoethnography (Adams et al, 2015;Boylorn & Orbe, 2020;Chang, 2008;Hayler, 2011;Holman Jones et al, 2016;Short et al, 2013), for the first time. I read more about it and felt very excited as I realized that I had been very interested in analyzing my relation with reflection through my professional development.…”

Section: Findings My Academic Background For the Basis Of Reflective ...mentioning

confidence: 99%

Reflective Thinking and Professional Development: An Autoethnography of an Efl T

Kızıldağ¹

2022

ijoess

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Reflective teacher education for developing critical and inquiry-based competencies among preservice teachers through enacting noticing, questioning, associating, reasoning and deducing conclusions have served immensely for the beginning of their professional development. Reflective thinking and learning has become a dominant paradigm in teacher education for the last three decades in the Turkish context. Foreign language teacher education within the reflective paradigm has also been accelerated since then. This study is designed as an autoethnographic one where I analyse my own professional developmental journey as an English as a Foreign Language (EFL) teacher educator centralizing the concept of reflection along the timeline. Autoethnographies are in a way self-studies in which the processes are analyzed from the insider's perspective. In the paper, the term reflection is elaborated for not only the meaning within my English Language Teaching process to follow a career pathway but also as a concept whereby I have developed the use of reflective thinking in educating EFL teachers for the last two decades. The way I developed the concept in my learning and teaching, and its evolution in the training procedures are examined via my practical uses in the coursework with EFL pre-service teachers. As a result, this study reveals a transformation in one's reflective learning to become a reflective teacher and thus a teacher educator. Such studies, like this one, might present not only valuable insights at the personal level but also a contribution to others for conceptualizing the construction and complex processes of professional development in teaching and teacher identities.

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Initial Teacher Education and Autoethnography

Cited by 6 publications

References 47 publications

“Seeking meaning in self: the dialogical process of storytelling and educating the professional practitioner”

“Seeking meaning in self: the dialogical process of storytelling and educating the professional practitioner”

‘Orientation and Mobility . . . What is that again?’

Reflective Thinking and Professional Development: An Autoethnography of an Efl T

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