Disruption – What’s in a Name? Exploring the Edges of Autoethnography, Narrative and Self-Study of Teacher Education Practice Methodologies

Abstract

The purpose of this chapter is to make visible the similarities and differences among narrative, self-study of teacher education practices, and autoethnographic methodologies to generate clarity about when each methodology might be most appropriate. Using Margery Wolf’s (1992) A Thrice Told Tale as a heuristic to support our exploration, we look at a selected slice of data as if standing within each methodology. As we do that we consider ways that we might engage each methodology to push forward our thinking about powerful research. Our goal is to critically examine the processes that researchers use for the study and to explore the ways using particular methodologies in appropriate ways that can strengthen our thinking about professional knowledge.

Citation

(2015), "Disruption – What’s in a Name? Exploring the Edges of Autoethnography, Narrative and Self-Study of Teacher Education Practice Methodologies", Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry (Advances in Research on Teaching, Vol. 26), Emerald Group Publishing Limited, Leeds, pp. 71-104. https://doi.org/10.1108/S1479-368720140000026043