The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection
Abstract
In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.
Related Content
|
Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras.
© 2024.
16 pages.
|
|
Efthymia Efthymiou.
© 2024.
15 pages.
|
|
Panagiotis F. Papalexopoulos, Vasia Karra, Theodoros Karakasidis, Denis Vavougios.
© 2024.
17 pages.
|
|
Afroditi Malisiova, Vasiliki Folia.
© 2024.
16 pages.
|
|
Efthymia Efthymiou, Dimitra V. Katsarou.
© 2024.
20 pages.
|
|
Asimina M. Ralli, Maria Alexandri, Maria Sofologi.
© 2024.
17 pages.
|
|
Assimina Tsibidaki, Stergoulla Treha.
© 2024.
14 pages.
|
|
|