Autoethnography: the research lens model

October 5, 2014

Now I am doing autoethnography, I have changed the Savin-Baden & Major (2013) research lens model. I also ordered bunch of scholarly books on autoethnography. I am looking forward to reading up on autoethnography. I am still exhilarated to have received committee approval. And also, I get to prepare the IRB application.

Sharing Post-thoughts about my dissertation journey

SEE the Writing -- has multiple meanings.

SEE are the initials of my former married name (Sarah Elizabeth Eiland), and even though the marriage chapter in my life has ended, I still carry "See the writing" perspective lens into what I believe about writing and its effectiveness for my teaching style.

It is during my marriage that I taught Orientation 101 at Gadsden State Community College (2008-2015). Thus, I conducted research with the intent to see what students thought of my writing pedagogy, the writing prompts, as an all-encompassing tool to succeed both in the classroom and in life.

On a side but very important note, I am hearing impaired. Subsequently, I share how writing helps with my reaching out to the students sitting in my classroom.

Autoethnography is the research approach used to explore how writing over time has helped with the development of my pedagogical content knowledge.

Lee S. Shulman's (1986, 1987) pedagogical content knowledge is the theoretical framework for my autoethnographic research. Not only do I refer to PCK, I also touch on several other theories including Dee Fink's (2013) taxonomy of significant learning, Schlossberg's (1989) theory on mattering vs. marginality, Mikhail Bahktin's theory of addressivity, and Jacque Lacan's theory of interconnectedness.

I concluded my autoethnographic research with five findings:

1) individualism within diversity

2) variability

3) persistence

4) competence

5) responsiveness.