September 18, 2025TESOL QuarterlyOpen Access

Using Collaborative Autoethnography for Teacher and Teacher Educator Development: Creating a Mediational Space for the Life–Reflection–Dialogue–Research Cycle

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Authors

MKMiso KimThe University of Osaka SKSungwoo KimSeoul National University ECEunhae ChoUniversity of Iowa

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Implication

This research demonstrates how collaborative autoethnography enhances critical reflections in teacher educators, suggesting meaningful insights into their developmental journey.

Key Points

The CAE project facilitates a strong developmental space for teachers through continued dialogue and reflection.
Participants experienced transformative mediation through their radical honesty and willingness to share personal narratives.
Using longitudinal data, the project reveals how critical reflections and supportive interactions contributed to meaningful growth.
Insights from this collaborative journey emphasize the need for creating safe environments for open dialogue among educators.

Cite This Study

Kim et al. (2025) studied this question.

synapsesocial.com/papers/68d435e4713b0b5dfea75aa8 https://doi.org/10.1002/tesq.70029

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Implication

This research demonstrates how collaborative autoethnography enhances critical reflections in teacher educators, suggesting meaningful insights into their developmental journey.

Using Collaborative Autoethnography for Teacher and Teacher Educator Development: Creating a Mediational Space for the Life–Reflection–Dialogue–Research Cycle

Discussion

Member takes

Implication

Key Points

Cite This Study

Using Collaborative Autoethnography for Teacher and Teacher Educator Development: Creating a Mediational Space for the Life–Reflection–Dialogue–Research Cycle

Discussion

Member takes

Implication

Key Points

Cite This Study

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