No abstract

No abstract

In this autoethnographic quadrologue, the authors aim to show how meditation experiences defy verbalization in a qualitative research setting. This leads to the insight that an autoethnographic approach may be a much better fit for such an experience, where complex and inexpressible things can be found. This is especially the case since autoethnographic texts include and immerse the reader in the experience. Even though in the case of meditation this can hardly be achieved, this quadrologue aims at conveying some of the struggles and peculiarities of meditation practice. It focuses on the research process leading to the decision to employ an autoethnography paradigm. Thus, the focus of this article is the differentiation of autoethnography from other methodological approaches and the conscious decision in favour of this method, which is rather unusual in German-speaking countries. The authors develop the thesis that both the meditation experience and the decision to employ an autoethnographic paradigm led to the experience of “wandering off the beaten track” and crossing the boundaries of what is usually done in society and social science respectively.

Digitale Weiterbildungsangebote für Lehrkräfte haben in der Corona-Pandemie neuen Aufschwung erhalten. Auch auf sozialen Plattformen wie Twitter bilden sich immer mehr Lehrkräfte weiter – und das mitunter sogar erfolgreicher als in Präsenzveranstaltungen. Eine wichtige Rolle, die die Fortbildung auf sozialen Medien erst ermöglicht, spielt die fachliche Community.