Autoethnography of Meaningful Childhood Learning Memories to Clarify and Enhance Auto-pedagogical Identity

Abstract

ABSTRACT This self-study presents an autoethnography which combines the writing about memories of meaningful formal and informal learning I experienced during my childhood, and self-reflection on those episodes to identify associations which are likely to have inspired my pedagogical beliefs and practice as a teacher educator. It has been experienced as an authentic and productive introspection which enabled me to explore my pedagogical identity. Writing and analyzing the events that I selected from my memory yielded an increasing self-awareness of my teaching milestones. It sharpened my awareness of the pedagogical principles that guide my teaching. The reflections on the memories indicated pedagogical strategies I use, such as looking for opportunities to enhance students’ curiosity and engagement in learning, and expressing caring, tolerance and empathy toward the differences among students as an integral part of their learning. Concrete examples from my practice in addition to students’ and colleagues’ responses and reflections demonstrate the links between my pedagogical beliefs and practice, and their powerful implications. This kind of autoethnography can be used by teacher educators as a powerful tool to create new unique perspectives on the self-development of their pedagogical identity.