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Duoethnography to Explore the Work and Lives of Teacher Educators

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Being a Teacher Educator in Challenging Times

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 22))

Abstract

This chapter describes the emerging methodology of duoethnography and its links to related methodologies. The authors also discuss how duoethnography contributes to their understanding of the lived experience of teacher educators who are negotiating the rapids of their changing profession in increasingly challenging times. The discussion explores how duoethnography complements self-study and how it takes that methodological approach to new audiences. This approach encourages new perspectives and ways of thinking about the work of teacher educators. The chapter discusses the foundations of narrative inquiry and the place of autoethnography within that methodology. It explores the methods and ethics of duoethnography and the ways in which these approaches work together to help in understanding the lives, work and identities of teacher educators.

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Authors and Affiliations

  1. School of Education, University of Brighton, Brighton, UK

    Mike Hayler

  2. Faculty of Education, Monash University, Frankston, VIC, Australia

    Judy Williams

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  1. Mike Hayler
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  2. Judy Williams
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Hayler, M., Williams, J. (2020). Duoethnography to Explore the Work and Lives of Teacher Educators. In: Being a Teacher Educator in Challenging Times. Self-Study of Teaching and Teacher Education Practices, vol 22. Springer, Singapore. https://doi.org/10.1007/978-981-15-3848-3_2

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  • DOI: https://doi.org/10.1007/978-981-15-3848-3_2

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  • Print ISBN: 978-981-15-3847-6

  • Online ISBN: 978-981-15-3848-3

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