My Social Autoethnography: How One Teacher Educator Used Digital Communication to Help Tell His Own Stories

Autor/in	Atherton, Pete
Titel	My Social Autoethnography: How One Teacher Educator Used Digital Communication to Help Tell His Own Stories
Quelle	In: Teacher Education Advancement Network Journal, 12 (2020) 1, S.48-64 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Autobiographies; Ethnography; Personal Narratives; Research Methodology; Social Science Research; Qualitative Research; Grounded Theory; Teacher Educators; Computer Mediated Communication; Social Media; Reflective Teaching; Writing (Composition); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Erlebniserzählung; Research method; Forschungsmethode; Social scientific research; Sozialwissenschaftliche Forschung; Qualitative Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Computerkonferenz; Soziale Medien; Schreibübung; Ausland; Großbritannien
Abstract	This paper inhabits the increasingly popular space of autoethnographic study. The piece is designed to critique and contextualise the process and usefulness of autoethnography as a way of making meaning. The study centres on how one highly experienced teacher and newly appointed teacher educator is using narrative writing to unpick and locate their skillset in a period of swift change and marked transition. One of the reasons for this choice is the freedom that autoethnography allows. Autoethnography is frequently dismissed as vague and self-indulgent as a method of social research. This paper will propose that autoethnography is a rigorous and powerful research method. It deploys some innovative methods of data collection, analysis and dissemination. The paper's discussion of the literature will naturally help interrogate debates around where autoethnography sits in the intellectual landscape related to qualitative research. The study found that using grounded theory as a research methodology helped arrive at potentially illuminating theories and self-knowledge. These were limited, however, by the underlying risk of indulgence, subjective autobiographical writing and participant bias. The paper also has potential value as a way of helping early career teachers explore critical incidents. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01