Understanding one researcher's obuchenie; an autoethnographic approach
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
This autoethnographic examination of one researcher’s obuchenie,a Vygotskyan understanding of teaching/learning, as it relates specifically to teaching qualitative research is situated in the development and implementation of qualitative research projects by the researcher. Specific lessons-learned by this researcher originated from three completed research projects that serve as data for the understanding of how participation in different teacher-roles mediated aspects of development within the researcher. Each project focused on different contexts of collaborative work; one with a colleague in the examination of the educational and social factors of learning English in a state-wide Mexican primary school program, another situated within one assignment in this researcher's courses, and finally a group project in a course with novice qualitative researchers. Findings point to specific, contextually related aspects of each project as factors in the understanding and development of the researcher’s qualitative research-teacher identity.
Understanding one researcher's obuchenie; an autoethnographic approach
1048
This autoethnographic examination of one researcher’s obuchenie,a Vygotskyan understanding of teaching/learning, as it relates specifically to teaching qualitative research is situated in the development and implementation of qualitative research projects by the researcher. Specific lessons-learned by this researcher originated from three completed research projects that serve as data for the understanding of how participation in different teacher-roles mediated aspects of development within the researcher. Each project focused on different contexts of collaborative work; one with a colleague in the examination of the educational and social factors of learning English in a state-wide Mexican primary school program, another situated within one assignment in this researcher's courses, and finally a group project in a course with novice qualitative researchers. Findings point to specific, contextually related aspects of each project as factors in the understanding and development of the researcher’s qualitative research-teacher identity.
Comments
Breakout Session A