Promoting Professional Conversations and Reflective Practice Among Educators: Unpacking Our Portfolios Using Duoethnography

Woods, Judy; Sebok, Stefanie S.

doi:10.1057/978-1-137-52712-7_4

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Duoethnography also offers a range of extensive discussion topics that, although not visible at first glance, may significantly affect the process of language learning and teaching. This can be especially beneficial in pre-service teacher education, as topics such as discussing leadership (Le Fevre, Farquhar, 2016), diversity (Brown, Hamilton, 2016), professionalism (Woods & Sebok, 2016), the hidden curriculum (Krammer, Mongiardi, 2012), credibility in teaching (Breault, 2016), becoming , the theatre , to name but a few titles from the existing duoethnographic projects conducted in general education, may without doubt contribute to the development of new concepts and categories in the field of language learning and teaching. For example, comparing and contrasting the hidden curriculum of their schools in the past, Krammer and Mongiardi (2012) came up with the new construct of the cryptic curriculum in the professional literature on the hidden curriculum.…”

Section: Learning From Duoethnographymentioning

confidence: 99%

“…In addition, such projects encourage duoethnographers to come up with novel forms to share their stories. These could include visual material, such as in reflective practice photography (Matthews, Garrett, 2016), but also digital storytelling (Rasmor, 2016), or using duoethnography to unpack traditional student teacher portfolios (Woods, Sebok, 2016).…”

Section: Learning From Duoethnographymentioning

confidence: 99%

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Duoethnography in Applied Linguistics Qualitative Research

Werbińska¹

2020

Neofilolog

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The significance of duoethnography as an alternative qualitative method for investigating research in the humanities and social sciences has considerably increased in the last decade or so. Yet, despite its increasing popularity and the growth of duoethnographic studies in second and foreign language learning and teaching, duoethnography is still unknown to many applied linguists. In order to partially redress this gap, the aim of this article is to present duoethnography as a promising qualitative method for applied linguistics studies. The text outlines the basic tenets of duoethnography, discusses the scope of its research on language learning and teaching at the present time and describes innovations that duoethnography introduces to data collection, writing, presenting and interpreting research. The article concludes with a call for more duoethnographic studies in applied linguistics as they provide a welcome move towards greater methodological diversity. This, in turn, may contribute to our better understanding of the experience of language learning and teaching, and the identity of language learners and teachers, as well as generate new themes for research.

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Section: Learning From Duoethnographymentioning

confidence: 99%

Section: Learning From Duoethnographymentioning

confidence: 99%

Duoethnography in Applied Linguistics Qualitative Research

Werbińska¹

2020

Neofilolog

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Twelve tips on how to compile a medical educator’s portfolio

2017

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Medical education is an expanding area of specialist interest for medical professionals. Whilst most doctors will be familiar with the compilation of clinical portfolios for scrutiny of their clinical practice and provision of public accountability, teaching portfolios used specifically to gather and demonstrate medical education activity remain uncommon in many non-academic settings. For aspiring and early career medical educators in particular, their value should not be underestimated. Such a medical educator's portfolio (MEP) is a unique compendium of evidence that is invaluable for appraisal, revalidation, and promotion. It can stimulate and provide direction for professional development, and is a rich source for personal reflection and learning. We recommend that all new and aspiring medical educators prepare an MEP, and suggest twelve tips on how to skillfully compile one.

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Promoting Professional Conversations and Reflective Practice Among Educators: Unpacking Our Portfolios Using Duoethnography

Cited by 2 publications

References 17 publications

Duoethnography in Applied Linguistics Qualitative Research

Duoethnography in Applied Linguistics Qualitative Research

Twelve tips on how to compile a medical educator’s portfolio

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