Autoethnographic Reflections from the Classroom
Description
This edited book offers a compelling exploration of the personal and professional lives of educators through four thematic arcs. Using autoethnography, contributors share intimate narratives that reveal how emotion, experience and context shape educational practice. Part 1: Transition and Change reflects on career shifts and adaptation within evolving educational landscapes. Part 2: Leadership and Mentorship explores the emotional and strategic dimensions of guiding others through complex institutional roles. Part 3: Professional Identity and Growth examines how educators redefine themselves through experience, supervision and creative practice. Part 4: Reflective Practice highlights the transformative power of storytelling, feedback and relational engagement in shaping teaching and learning. The book's broad scope and interdisciplinary appeal offer insights into resilience, mentorship, identity and growth, making it a valuable resource for educators, students and researchers seeking to understand the human dimensions of teaching, learning and leadership.
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Persons
Scott J. Threlfall is Assistant Professor in the School of Education at the University of Greater Manchester, UK. An international keynote speaker, he brings interdisciplinary expertise across sport, teaching and learning, education and teacher training. His research focuses on reflective practice, teacher noticing, autoethnography and pedagogical innovation in education.
Jerome Carson is Professor of Psychology at the University of Greater Manchester, UK. Jerome has over 300 scientific publications. He was recently awarded a Lifetime Achievement Award for his research by the university. He worked in the National Health Service as a clinical psychologist for 27 years.
Geoff Baker is CEO of the True Learning Partnership, Emeritus Professor of Education at the University of Greater Manchester, and Honorary Visiting Professor of Education at Liverpool Hope University, UK. A distinguished educator and historian, he has authored or edited ten books and published extensively across both fields.
Content
Chapter 1: Approach, themes and literature base.- Chapter 2: From Academic Labourer to 'Self' employed Autoethnographer: bringing myself back into research.- Chapter 3: Actual intelligence: There is nothing new under the sun.- Chapter 4: Education, work and social change in post-industrial Britain: a critical autoethnography.- Chapter 5: An autoethnographic account of leaving higher education: Critical wayfinding and reflections on transitions and values in academia.- Chapter 6: Reflections on a Journey of Professional Learning and Leadership.- Chapter 7: Navigating love, loss and leadership: A headteacher's journey.- Chapter 8: The clinic is already in the classroom: Autoethnographic reflections on moving from clinical to academic psychology.- Chapter 9: Assessing the Sustainability of Senior Leadership in UK Secondary Schools: A Tale of Contrasting Leadership.- Chapter 10: Did I get lost or am I supposed to be here?.- Chapter 11: 'My supervisor was hopeless:' Narratives, contrastive rhetoric and doctoral supervision.- Chapter 12: A physician's journey of self-discovery and its impact for teaching clinical decision-making.- Chapter 13: From 'Home and Away' to Higher Education: Learning beyond the Classroom.- Chapter 14: The Golden Thread: Creative Teaching.- Chapter 15: Navigating Masculinities to Cultivate Rapport.- Chapter 16: What's your Story? Storytelling as a Reflective Tool in Teacher Education.- Chapter 17: Learning to give feedback on student writing: An autoethnography.- Chapter 18: From my world to the classroom: Personal insights shaping professional practice.- Chapter 19: Conclusion and Last Note Reverie.
