Autoethnography and Teacher Development

Doing autoethnography

The author has argued elsewhere that individual identity is sufficiently worthy of research and more than just a deviant case. The representation of an individual’s story that contains one of society’s taboos appears to require legitimation of not only the text but also the method by which it is conveyed. This is particularly important if memory and its distortions appear to be critical feature...

Autoethnography helps analyse emotions

Emotions are a near-universal component of human experience, with powerful influences on human attitudes and behaviors, and large-scale social, economic, and environmental consequences (Zajonc, 1984; Oatley et al., 2006; Turner and Stets, 2006; Nesse and Ellsworth, 2009; Niedenthal and Brauer, 2012; Dehaene, 2014). They have been described as a continuum that includes over 100 named emotions, w...

Corrective Feedback and Teacher Development

Teacher professional learning and development

The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, and its dissemination and implementation. Founded in 1986, the Academy is dedicated to strengthening the contributions of research, solving critical educational problems throughout the world, and providing better communication among policy makers, researchers, and practiti...

Professional Development and Teacher Change

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions und...