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Search Results for 'Auto-ethnography' (Keyword)
7 items found 1 / 1
1   |   From section Mentoring & Supervision
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Publication Year: 2014    |    Updated in ITEC: March 19, 2017
2   |   From section Teacher Educators
Teacher Educator Identity Development of the Nontraditional Teacher Educator
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Publication Year: 2014    |    Updated in ITEC: December 27, 2016
3   |   From section Research Methods
Narrative Strategies In Educational Research: Reflections On A Critical Autoethnography
This article consists of critical reflections on an inclusion story that the author wrote about his own practice as a local education authority educational psychologist in the United Kingdom. The aim is to shed light on the process of producing stories and possibly also on criteria for judging them.
Publication Year: 2010    |    Updated in ITEC: December 6, 2010
4   |   From section Research Methods
Pragmatic Radicalism: An Autoethnographic Perspective on Pre-Service Teaching
The author is trying to break the cycle of social reproduction and domination and become the type of teacher who liberates rather than domesticates. In this article the author uses ‘autoethnography’ and ‘mystoriography’ to analyse his professional development and to imagine and enact a teaching identity. Pragmatic radicalism provides a strategic means of surviving and undermining hegemonic school systems while revolutionising the politics of the classroom.
Publication Year: 2009    |    Updated in ITEC: December 15, 2009
5   |   From section Trends in Teacher Education
Sexuality, Schooling, and Teacher Identity Formation: A Critical Pedagogy for Teacher Education
The paper offers an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum. It presents a critical teacher education multicultural curriculum based in the United States that included an auto-ethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality.
Publication Year: 2009    |    Updated in ITEC: October 17, 2013
6   |   From section Teacher Education Programs
Being A Protege: An Autoethnographic View of Three Teacher Education Doctoral Programs
The purpose of the paper is to investigate proteges' perspectives on their mentoring relationships within doctoral programs. The authors employ an autoethnographic approach to research writing. They share their journey after having studied the mentoring relationships within their own doctoral programs. The paper provides implications for practice for proteges and mentors, as well as future research directions
Publication Year: 2008    |    Updated in ITEC: July 6, 2009
7   |   From section Research Methods
Fitting the Methodology with the Research: An exploration of narrative, self-study and auto-ethnography
Sharpening our approaches to methodology in self-study research can strengthen our work and clarify questions that arise for readers unfamiliar with this research genre. Our article considers three methodologies - narrative, auto-ethnography and self-study - that privilege self in the research design, believing that addressing self can contribute to our understandings about teaching and teacher education.
Publication Year: 2008    |    Updated in ITEC: July 6, 2009