An Autoethnographic Approach to Faculty Development Through a Longitudinal Analysis of a Co-taught Workshop

Abstract

AbstractThe present contribution explores how a co-taught workshop, designed and delivered in the last two academic years within two curricular disciplines of the third year of the degree course in Science of Education at University of Macerata (Italy), took advantage of autoethnography as a reflective method to enrich the interdisciplinary relationship between the two professors involved and their mutual growth in terms of instructional design and teaching practices. The exploration of Self as a data source allowed both researchers (in their teaching role) to reflect on core areas of faculty development in connection with the specific co-teaching style they adopted. Autoethnography allowed all the involved actors (students and professors) to visualize a transformative direction in their academic identity and professional growth. The discussion of the results is based on a content analysis of different data sources where all the data were triangulated in a double connotation, that is, between professors and among the different sources in an iterative process.