This autoethnographic work explores my experience with illness (specifically anti-N-methyl D-aspartate (NMDA) receptor encephalitis), recovery, and career change all in the span of a few months. Through reflexive interviews and a first-person narrative, I analyzed the shifting nature of my identity, specifically my teacher identity as I moved from struggling teacher, to patient, and back to teacher again. I also analyzed how the act of writing, and writing the narrative of this autoethnography, assisted in the healing process. My story shows that in moving from pre-illness to post-illness, I shifted from a strict, content-based teacher to a constructivist facilitator with a focus on critical thinking.
Autoethnography, Education, Teaching, Illness
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Recommended APA Citation
Parke, E. (2018). Writing to Heal: Viewing Teacher Identity through the Lens of Autoethnography. The Qualitative Report, 23(12), 2953-2972. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss12/5
Other Education Commons, Other Teacher Education and Professional Development Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Secondary Education and Teaching Commons