A Teacher’s Autoethnography

The impact of lifelong experiences in shaping worldviews and teacher identity

Authors

  • Kamal Nasrollahi Islamic Azad University
  • Mehdi Moharami Monash University
  • Samran Daneshfar Monash University

DOI:

https://doi.org/10.31273/eirj.v9i1.857

Keywords:

education, collaborative autoethnography, lifelong experience, worldview, teacher’s identity

Abstract

Literature has explored education and its values, highlighting the significance of experience in learning. However, a paucity of research has investigated the importance of teachers’ lifelong experiences in shaping their views toward education. Employing a collaborative autoethnographic methodology, this study attempts to provide insights into the significance of teachers’ lifelong experiences in shaping their views and their teacher identity. The narratives highlight the influence of the living environment and life events in shaping worldviews, along with affirmation of the individual’s agency in self-regulation. A dynamic accumulation of various lifelong experiences like losing Author 1’s father, war, and harassment at school shaped his teacher identity. Understanding the significance of this process helps teachers to appreciate their experiences and recognise their role in shaping students’ views and identifies. In conclusion, teachers’ socially constructed identity shapes their educational perspectives, reminding them of teachers’ role in shaping students’ experiences. This knowledge could be valuable in future teacher education programs and developing educational material for learners.

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A rear view of many teachers wearing their characteristic hats

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Published

2021-10-28

Issue

Section

Articles