Joint Autoethnography of Teacher Experience in the Academy: Exploring Methods for Collaborative Inquiry

Autor/inn/en	Adamson, John; Muller, Theron
Titel	Joint Autoethnography of Teacher Experience in the Academy: Exploring Methods for Collaborative Inquiry
Quelle	In: International Journal of Research & Method in Education, 41 (2018) 2, S.207-219 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adamson, John) ORCID (Muller, Theron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2017.1279139
Schlagwörter	Ethnography; Teaching Experience; Teacher Collaboration; Inquiry; Personal Narratives; Language Teachers; Foreign Countries; Higher Education; Japanese; Reflection; Epistemology + Suchen Sie Ihr Suchwort? Ethnografie; Lehrerkooperation; Erlebniserzählung; Language teacher; Sprachunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Japaner; Japanisch; Erkenntnistheorie
Abstract	This manuscript uses a joint autoethnographic methodology to explore the experiences of two language teacher scholars working in the academy outside the global centre in Japan. Emphasis is given to how the methodology used, cycles of reflective writing, reveals commonalities and differences in our respective experiences of working in the Japanese academy. Our accounts are interlinked with literature on global flows of labour and the marginalized position of non-Japanese within the Japanese academy. We present our reflective methodology as a tool of empowerment that allows for otherwise marginalized voices to be explored, heard, and shared with the larger academic community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01