This qualitative study advances the possibility for pre-service teachers’ transformational change in the ways that they consider teaching, learning and the culture of schooling via autoethnographic exploration. I interviewed 5 participants who chose autoethnographic inquiry to fulfill a seminar course in their Post Degree Professional Program at the University of Victoria. Using post structural methodology and arts-based representation, I introduce the palimpsest, a multi-layered and overwritten text, as a metaphor to express the complex, layered and constantly changing process of becoming (a teacher). A thematic analysis of the data revealed several phases/layers of the autoethnographic process experienced by the participants including: re-embodiment; hermeneutic phenomenology; and healing and transformation. Through these phases/layers, the participants questioned the institution within which they are ‘becoming’, informing and transforming the patterns they themselves assume. The aim of this study is to provide in-depth description of autoethnography that demonstrates its potential to illuminate discursive patterns dominant in the culture of schooling.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3011 |
| Date | 31 August 2010 |
| Creators | Merkel, Liz |
| Contributors | Sanford, Kathy |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
Page generated in 0.0015 seconds