Self-Reflection in Teaching: Considerations on the Transformative Potential of Autoethnography

Authors

  • Diego Luna University of Seville, Spain
  • José Antonio Pineda-Alfonso University of Seville, Spain
  • Francisco F. García-Pérez University of Seville, Spain
  • Conceição Leal da Costa University of Évora, Portugal

DOI:

https://doi.org/10.15823/p.2023.151.2

Keywords:

autoethnography, teaching professional identity, narrative documentation, secondary teaching, case study

Abstract

This paper explores the potential of autoethnography in teaching by developing a theoretical framework, presenting a case study, and discussing three alleged problems: excess subjectivism, observer bias, and lack of rigor. The described research experience shows that autoethnography functions as an element of ideological resistance, memory, and self-discovery in educational contexts.

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Published

2023-11-29

How to Cite

Luna, D., Pineda-Alfonso, J. A., García-Pérez, F. F., & Leal da Costa, C. (2023). Self-Reflection in Teaching: Considerations on the Transformative Potential of Autoethnography. Pedagogika / Pedagogy, 151(3), 34–51. https://doi.org/10.15823/p.2023.151.2

Issue

Vol. 151 No. 3 (2023): Pedagogika

Section

Articles

License

Copyright (c) 2023 Authors

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.