Journal article
Critical autoethnographic inquiry for culture‐sensitive professional development
Reflective Practice, Vol.10(2), pp.273-283
2009
Abstract
A question asked by a Year 10 student – ‘What is a Mozambican chemistry?’ – constituted for me, a school teacher at the time, a matter of wonder and subsequently a key focus of interrogation for my professional practice. This critical event shaped my one‐year research journey in which writing about my own lifeworld experience was a way of inquiring into science teacher education in Mozambique. A critical autoethnographic methodology enabled me to represent and interrogate some of the complexity of learning and teaching science in Mozambique. I drew on my evolving professional perspectives – trainee teacher, science teacher, science teacher educator – to generate multiple narratives intended to engage myself and my reader in pedagogical thoughtfulness. In this paper, I reflect on the research process, especially how autoethnography enabled me to explore and reflect critically on the sensitivity of my professional practice to Mozambican culture.
Details
- Title
- Critical autoethnographic inquiry for culture‐sensitive professional development
- Authors/Creators
- E.Z. de F. Afonso (Author/Creator)P.C. Taylor (Author/Creator)
- Publication Details
- Reflective Practice, Vol.10(2), pp.273-283
- Publisher
- Routledge as part of the Taylor and Francis Group
- Identifiers
- 991005540327307891
- Copyright
- © 2009 Taylor & Francis
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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