Practitioner auto-ethnography: self-reflection for discovery and deeper understanding

Slade, Dennis; Martin, Andrew J.; Watson, Geoff

doi:10.1080/25742981.2020.1778496

Cited by 12 publications

(6 citation statements)

References 18 publications

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“…The study methodology of auto-ethnography is selected to reflect the integration of personal experience and theoretical comprehension (Delamont, 2007). This methodology involves my exploration of personal experiences, engaging in reflective analysis of my adaptation to the changing intersection of education and technology (Slade et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey

The

2023

edukasia

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Modern technology has altered English as a Foreign Language (EFL) instruction, opening new options for creativity and greater learning. Teachers of English as a Foreign Language (TEFL) can update their knowledge of best teaching practices and adapt to new challenges in the field by taking advantage of open, online resources. This auto-ethnographic study serves as a thorough resource for EFL educators, illuminating the procedure of selecting suitable online platforms and learning methodologies to correspond with the needs of the digital age. This study utilizes auto-ethnographic methodologies to examine the cognitive shifts and adaptive strategies involved in integrating conventional teaching practices with cutting-edge technology. Educators of foreign languages interested in self-directed professional development can gain knowledge from this study. Educators are advised to actively participate in self-directed learning pursuits, leveraging an extensive array of online resources. This study contributes to the ongoing discourse surrounding auto-ethnography, online learning, and the pedagogy of teaching English as a foreign language by providing a first-person narrative that is grounded in theoretical frameworks. Ultimately, this highlights the transformative capacity of digital platforms in the context of EFL teaching, as it promotes continuous learning and adaptability among educators.

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Section: Discussionmentioning

confidence: 99%

Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey

The

2023

edukasia

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“…The value of prompts in memory integration and self-derivation has been recognized and provides support for using these prompts [51]. This type of stream of consciousness writing is a form of autoethnography [52] found particularly relevant and useful in self-reflection [53]. The initial prompt provided at the first meeting of the academic year has asked each person to describe themselves with respect to their research related to health.…”

Section: Methodsmentioning

confidence: 99%

Enhancing Hopeful Resilience Regarding Depression and Anxiety with a Narrative Method of Ordering Memory Effective in Researchers Experiencing Burnout

Nash

2022

Challenges

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Depression and anxiety are prevalent, persistent, and difficult to treat industrialized world mental health problems that negatively modify an individual’s life perspective through brain function imbalances—notably, in the amygdala and hippocampus. Primarily treated with pharmaceuticals and psychotherapy, the number of individuals affected plus the intensity of their suffering continues to rise post-COVID-19. Decreasing depression and anxiety is a major societal objective. An approach is investigated that considers depression and anxiety consequences of the particular method people adopt in ordering their memories. It focuses on narrative development and the acceptance of different perspectives as uniquely necessary in creating safe protection from research burnout. The method encourages thoughtful reconsideration by participants of the negative assessments of their circumstances that can lead to depression and anxiety. The aim is to determine if the method of ordering developed is helpful in reducing burnout. This is considered through inspecting and comparing group members’ feedback form results, both pre- and post-COVID-19 restrictions. The method found useful to participants in reducing research burnout through developing hopeful resilience is comparable to authentic leadership. The conclusions offered encourage psychological and neurological research with respect to this method of promoting hopeful resilience for burnout to diminish depression and anxiety.

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“…The value of prompts in memory integration and self-derivation has been continually recognized and is the justification for using these prompts [70,71]. This type of stream of consciousness writing is a form of autoethnography [72] that has been found particularly relevant and useful in self-reflection [73]. The initial prompt provided at the first meeting of the academic year asked each person to describe themselves with respect to their research related to health.…”

Section: Methodsmentioning

confidence: 99%

Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations

Nash

2021

Challenges

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COVID-19 social distancing limitations have resulted in the utilization of hybrid online formats focused on visual contact among learners and teachers. The preferred option has been Zoom. The focus of one voluntary, democratic, self-reflective university research group—grounded in responses to writing prompts—differed. Demanding a safe space for self-reflection and creative questioning of other participants, the private Facebook group was chosen over video conferencing to concentrate on group members’ written responses rather than on visual contact. A narrative research model initiated in 2015, the 2020/21 interaction of the group in the year’s worth of Facebook entries, and the yearend feedback received from group participants, will be compared with previous years when the weekly group met in person. The aim is to determine the appropriateness of the online platform chosen compared with when the group met in person, pre-COVID-19, and suggest changes to improve future online group meetings. The results in relation to COVID-19 limitations indicate that an important aspect of self-directed learning related to trust arising from team mindfulness is lost when face-to-face interaction is eliminated with respect to the democratic nature of these meetings. With online meetings the new standard, maintaining trust requires improvements to online virtual meeting spaces.

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Practitioner auto-ethnography: self-reflection for discovery and deeper understanding

Cited by 12 publications

References 18 publications

Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey

Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey

Enhancing Hopeful Resilience Regarding Depression and Anxiety with a Narrative Method of Ordering Memory Effective in Researchers Experiencing Burnout

Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations

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