روش‌ شناسیِ خود مردم‌ نگاری به‌ مثابه روشی در خود بازاندیشی و رشد حرفه‌ای معلمان: پژوهشی(فرا) - خود مردم‌ نگارانه

با آنکه پژوهش های بسیاری به بررسی رابطۀ میانِ بازاندیشیِ معلمان و عملکرد حرفه ‌ای آن‌ها پرداخته است، رویکردهای معدودی بسترِ خودبازاندیشی را برای معلمان فراهم کرده است. با توجه به این ضرورت، پژوهشِ حاضر بر آن است تا به معرفیِ روشِ «خودمردم نگاری» به‌مثابه یک روشِ پژوهشِ کیفی در خود باز اندیشیِ معلمان و تاثیر آن در زندگیِ حرفه ای و شخصیِ آن‌ها بپردازد. در این پژوهش، تجربۀ نویسندۀ اول از روش خودمردم نگاری با نگاهی «فرا-خودمردم نگارانه» مورد بررسی قرار گرفته است. آموخته ‌هایِ محقق از روایتِ تجربه ‌ها و یافتنِ معنا در انبوهی از داده ها، نگارش داستان گونه، رعایتِ اخلاق و تغییرِ نگاه او نسبت به معیارهایِ ارزیابیِ کیفیت خودمردم نگاری تشریح شده است. یافته‌های پژوهش حاکی از تاثیر عمیقِ خودمردم نگاری بر تحولاتِ درونی و بیرونی محقق است که از آن جمله می‌توان به تغییراتِی در رویکرد او نسبت به کارِگروهی و تلاش او در به ‌کارگیری و آموزشِ آن در کلاس، چرخش نگرش او از اثبات گرایانه به پسامدرنیته و تاثیر آن بر زندگی او اشاره کرد. به اشتراک گذاری تجربه های یک معلم خودمردم نگار می تواند معلمانِ دیگر را با کارکردِ خودمردم نگاری در جهتِ رشد و تعالی خود آشنا نماید. همچنین، تشریحِ فهمِ یک معلم از خودمردم نگاری می تواند در جهتِ تعمیمِ این روشِ پژوهشی در حیطۀ آموزش موثر واقع شود.

using autoethnography to promote teacher reflection and professional development: a meta-autoethnographic study

many studies have been conducted investigating the link between teacher reflection and classroom practices. it has been demonstrated that teacher reflection results in more self-awareness in teachers to renew their understanding and even reform their classroom practices (farrell, 2015; farrell stanclik, 2021; walsh mann, 2015; wright, 2010). however, considering that previous studies have mostly adopted etic approaches, limiting them to cognitive epistemologies, more holistic and emic approaches seem to be required. to address this gap, this article seeks to introduce autoethnography as a qualitative research method that has much to contribute to self-reflective studies. for this purpose, the first author’s first-hand experiences with an autoethnographic study were used to provide an exposition of the essence of autoethnography and how it is conducted. in this study, data were collected by the first author from a large range of past, present and external sources, including self-reflective journals, diaries, and talking with others (chang, 2008). then, data analyses and interpretation were done meta-autoethnographically (ellis, 2016) to reveal the first author’s learning about autoethnography. this study is organized as follows: in the first section, autoethnography is introduced as a self-reflective approach “to research and writing that seeks to describe and systematically analyze (graphy) personal experiences (auto) to understand cultural experience (ethno)” (ellis, adam, bochner, 2011, p.273). in autoethnography, the researcher investigates a familiar aspect of their life such as their childhood, school time or professional, cultural and/or social issues, and relationships with others (chang, 2008). therefore, the researcher(s), their subjectivity, and their stories that contribute to a better understanding of their experiences and the social-cultural context are all valid sources in autoethnographic studies. autoethnography, originating with the emergence of postmodern philosophy, legitimates “many ways of knowing and inquiring (wall, 2006, p.147).” believing that getting knowledge about the researcher’s micro-sociocultural is still a valuable way of knowing, autoethnography seeks to discover personal experiences (wall, 2006). the article proceeds in the second section to sketch out the methodological dimensions of autoethnographic studies through the first author’s lens. her understanding of and experiences with autoethnography have been described through the methodological dimensions of autoethnographic research, including data gathering, saturation, writing, ethics, quality of autoethnographic studies, and her professional and personal development.  in the first part of learning about autoethnography, the first author indicates how her puzzling as a teacher about her classroom practices led to her relying on autoethnography as a self-reflective research method to explore her puzzle.