Research and Writing as Professional Practices of Higher Education Teachers: Contributions to University Teacher Education
DOI:
https://doi.org/10.24215/24690090e176Keywords:
situated teaching practices, didactics of higher education, autoethnography, teaching as a reflective practiceAbstract
Autoethnography as a qualitative research genre encourages research, reading and writing processes in the professional and education teachers’ fields. From this approach, this article proposes to characterize the autoethnographic productions of students from different teacher training programs at the Universidad Nacional del Sur (Argentina) within the subject Didactics and Teaching Practice at Higher Education, while detailing the teaching interventions that made such writings possible. The research design is qualitative-interpretative. We explored a corpus of 34 autoethnographies produced on the subject within a writing workshop focused on research and reflection on teaching practices (their own and others) as professional knowledge of higher education teachers. The texts were analyzed with theoretical-methodological tools based on didactics and studies on academic literacy. The results show that autoethnography stands as a backbone genre in the first approach to qualitative research, since it challenges students to recover their own experiences and put them in dialogue with theoretical references, to value their training processes, and to reflect and build professional knowledge about them.
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