Reflective practice

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autoethnographic discourse analysis)

An autoethnographic form of reflective practice explores the tension that can exist between the relationship of identity/subjectivity and discourse.

One’s identity/subjectivity is formed by the relationship between personal experiences and cultural influences (Crowhurst, 2015). Discourses are the systems or vocabularies that enable any form of expression (verbal, behavioural, gestural) to be produced within a culture. Discourses ‘contribute to how we are defined in the culture and how we may act (and speak) acceptably and appropriately’ (Buchbinder, 1994). Therefore tension can arise between one’s identity/subjectivity and the discourses that allow them to express themselves.

Reflecting on teaching practice

By existing as reflective spaces influenced by formative assessment, visual journals substantiate the construction of narratives. When contrasting a number or grades-based reporting system with authentic assessment, Eisner (2007) states that ‘narratives may tell a fuller story and certainly complemented with quantitative information can broaden our understanding of the consequences of our practices’. It is through these narratives that teachers are able to adjust their teaching styles in order to better facilitate and report upon student learning.

References

Buchbinder, D. (1994). Masculinities and Identities. Melbourne, Victoria : Melbourne University Press

Crowhurst, M. (2015). Beginning Teachers: Reviewing Disastrous Lessons. Rotterdam, The Netherlands : Sense Publishers