Autobiographical Reflection and a Focus on Personal, Lived Experience in Teacher Reflection

• In Event: Roundtable Session 19
  In Roundtable Session: Implications for Learning From Reflection and Portfolios

Abstract

This longitudinal research bridges the written reflections during participants’ pre-service and first year of teaching. Using multiple data sources, I explore frameworks from both autobiography and teacher reflection that focus on personal, lived experience to formulate scaffolds for written reflections. From these reflections, written over two years, I discuss how an intense connection to personal, lived experience in autobiographical reflection results in
• a creation and validation of personal, practical knowledge
• an opened space for hesitation and doubt
• a re-insertion of self through physicality and emotion, and
• a narrowing of an artificial split between perception of self as person and self as teacher.
The presentation provides theoretical frames, discusses findings, and formulates next steps with these strategies.

Author

• Kelly Morris Roberts, Meredith College