Creation of a personality garden—A tool for reflection and teacher development; an autoethnographical research paper

Abstract

BackgroundThis paper focuses on the Creation of a Personality Garden as a development tool. The original concept of the Garden was born from an autoethnographical study on the effects of self-concept on the teaching and learning experience. ObjectivesTo explore the effects of self-concept on the teaching and learning experience. DesignAn autoethnographical study. SettingThe study was undertaken in London, UK. ParticipantsThe researcher was also the sole participant in line with the autoethnographical approach. MethodsData was collected through the means of a reflective diary, personal memory data, interview and other creative genres. A thematic analysis approach was then used to code and group core concepts. ResultsThree key areas were identified: emotional connection, growth, and resilience, with a fourth as an over-arching driver for the study; the audience and act of teaching. These elements appeared to underpin a teaching philosophy which recognises the benefits of self-awareness in teachers and an ability and willingness to connect with learners and respond to individual needs. The Garden was one element of self-reflective data which was later re-designed to embrace the personal transformation of the researcher throughout the study. ConclusionsEducationalists must have a willingness to explore self-perception as it can facilitate a sense of transparency and connection between the teacher and the learner. The Garden works as a dynamic tool and a sustainable model for confronting the on-going challenges of embracing risk-taking and emotionally connecting with learners within the educational context. It allows exploration of the nuances of personality and how the uniqueness of self interacts with the role of the teacher; a sometimes uncomfortable, yet safe, place to sit and experience a virtual reality check questioning assumptions and the theories that the individual espouses to use.