Autoethnography of Meaningful Childhood Learning Memories to Clarify and Enhance Auto-Pedagogical Identity

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Glassner, Amnon
  • Language:
    English
  • Source:
    Studying Teacher Education. 2022 18(2):158-174.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Children; Memory; Educational Experience; Reflection; Professional Identity; Teacher Educators; Informal Education; Empathy; Altruism; Ethnography; Personal Narratives
    • Accession Number:
      10.1080/17425964.2021.2014806
    • ISSN:
      1742-5964
      1742-5972
    • Abstract:
      This self-study presents an autoethnography which combines the writing about memories of meaningful formal and informal learning I experienced during my childhood, and self-reflection on those episodes to identify associations which are likely to have inspired my pedagogical beliefs and practice as a teacher educator. It has been experienced as an authentic and productive introspection which enabled me to explore my pedagogical identity. Writing and analyzing the events that I selected from my memory yielded an increasing self-awareness of my teaching milestones. It sharpened my awareness of the pedagogical principles that guide my teaching. The reflections on the memories indicated pedagogical strategies I use, such as looking for opportunities to enhance students' curiosity and engagement in learning, and expressing caring, tolerance and empathy toward the differences among students as an integral part of their learning. Concrete examples from my practice in addition to students' and colleagues' responses and reflections demonstrate the links between my pedagogical beliefs and practice, and their powerful implications. This kind of autoethnography can be used by teacher educators as a powerful tool to create new unique perspectives on the self-development of their pedagogical identity.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1360681