Autobiographical reflections for teacher professional learning

Tat Heung CHOI

    Research output: Contribution to journalJournal articlepeer-review

    12 Citations (Scopus)

    Abstract

    This article is based on the principle that teacher development is a life-long process when seeking to develop professional competencies. With the changing views of teacher education as background, the benefits to teachers associated with practice-oriented knowledge are predicated on a measure of empowerment through narration, self-expression and reflection. A life-story may represent the outward articulation of a teacher's inner scrutiny, and demonstrate the 'we-experience' of a professional learning community arising out of its social structures and processes. Using autobiography as pedagogy, the article focuses on what a particular teacher's narrative is expressing, how it is demonstrating that belief or life value, and why this process is worthwhile for professional learning. Such an autobiographical approach to 'learning to teach' is itself one response challenging the traditional theories of teacher knowledge within the theory-practice dichotomy.

    Original languageEnglish
    Pages (from-to)822-840
    Number of pages19
    JournalProfessional Development in Education
    Volume39
    Issue number5
    DOIs
    Publication statusPublished - Nov 2013

    Scopus Subject Areas

    • Education

    User-Defined Keywords

    • autobiographical reflections
    • experiential pedagogies
    • teacher professional learning

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