Using Collaborative Autoethnography for Teacher and Teacher Educator Development
Creating a Mediational Space for the Life–Reflection–Dialogue–Research Cycle
Bibliographic Data
| ID | 7169405 |
|---|---|
| Authors | Miso Kim (0000-0001-9926-2921, Division of Language and Culture, Graduate School of Humanities The University of Osaka Osaka Japan), Sungwoo Kim (0000-0002-5392-1060, Department of English Language Education Seoul National University Seoul South Korea), Eunhae Cho (0000-0001-5391-0436, Department of Teaching and Learning The University of Iowa Iowa City Iowa USA, corresponding author) |
| Year | 2025 |
| Volume | 59 |
| Issue | S3 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.70029 |
| OpenAlex | W4414314836 |
| Language | EN |
| Citations received | 2 |
| References cited | 39 |
As three teachers and teacher educators across different geographical, sociocultural, and institutional contexts, we report how we used collaborative autoethnography (CAE) to create a mediational space where we externalized our lived experiences and reinternalized and recontextualized what we learned from one another (Golombek & Johnson, 2004) for shaping a virtuous cycle of life–reflection–dialogue–research. While recent applied linguistic research employing CAE has revealed its beneficial outcomes, the process by which CAE engenders development and the intricate dynamics of CAE participants deserves scholarly attention. Against this backdrop, we focus on the process of a CAE project rather than its results. Drawing on our 28‐month longitudinal data, comprising 168 individual narratives and 56 meeting transcripts, we reveal that two crucial, intertwined factors have significantly contributed to turning a CAE project into a developmental space for teacher educators. First, the participants' radical honesty and transparent vulnerability were instrumental in creating a supportive, nonjudgmental space where critical reflections, caring interactions, and new perceptions emerged. Second, their continued efforts to share everyday and professional experiences turned into transformative mediation through the process that we call “a ventriloquist move.” We conclude by discussing the implications of the lessons that this dialogic journey has taught us
EFL/ESL Teaching and Learning · Reflective Practices in Education · Teacher Education and Leadership Studies
Informing and transforming language teacher education pedagogy
Narrative inquiry as a mediational space
Self-Study, Critical Friendship, and the Complexities of Teacher Education
Black Bodies ‘Out of Place’ in Academic Spaces
Narratives as Mediational Tools for Concept Development
“Collaborative Autoethnographic Writing as Communal Curative”
Narratives As Zones Of Dialogic Constructions
Navigating the complexities of criticality and identity in ELT
Probing university teachers’ self-study experiences
Tesol teacher educators in higher education
Multimodal identity texts as mediational spaces in researching Ph.D. students’ critical teacher-researcher Selves
Collaborative autoethnography
Collaborative Autoethnography as Multivocal, Relational, and Democratic Research
Unifying cognition, emotion, and activity in language teacher professional development
The Transformative Power of Narrative in Second Language Teacher Education
Cultivating criticality through transformative critical thinking curriculums in a time of flux and transformation
Using thematic analysis in psychology
Emerging issues in duoethnography
Social Identity, Investment, and Language Learning
Collaborative autoethnography in applied linguistics
Ventriloquism as Method
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |