Autoethnographic Research: A Personal Journey through Education and Professional Development

Abstract

This autoethnographic study examines the researcher’s educational and professional journey, emphasizing transformative experiences that have shaped their teaching philosophy and identity. It pursues three key objectives: analyzing the researcher’s journey, linking personal experiences to broader educational theories, and providing insights for educators to foster reflection and growth. Utilizing autoethnography, the research combines personal narrative, reflexivity, and cultural context. The narrative details the researcher’s path from an elementary teacher, focusing on foundational skills and understanding student diversity, to higher education, where critical thinking and active learning became priorities. Progress continued with a master’s degree and ongoing doctoral studies, emphasizing evidence-based practices and leadership. The COVID-19 pandemic highlighted challenges in adapting to online teaching and the necessity of empathy in student engagement. Additionally, participation in workshops and professional organizations enriched the researcher’s methods. This study ultimately underscores the significance of self-reflective research in understanding factors influencing professional growth in education, offering insights for educators and students alike.