Abstract
ABSTRACT Little is known about what may help early career academics reflect on everyday pedagogical interactions to develop an academic identity with a deep care for teaching. This study explored the use of the audio diary method, a promising tool that can transform the way we support pedagogical reflections among early career academics at a research-intensive university as well as generate data on university teacher identity formation. Our research involved six early career academics who maintained an audio diary over two months and participated in a two-hour focus group interview. Through a narrative approach and meaning condensation of the qualitative data, we discovered that narrating pedagogical interactions via an audio diary can enhance early career academics’ pedagogical reflections and contribute to their teacher identity formation. We found that the audio diary method, when used in conjunction with other tools, holds immense potential as a research method and a pedagogical reflection tool.
Published Version
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