Autoethnographic experience in teacher training: influence and transformation of practice and residency in Educational Sciences

Abstract

This article is based on an autoethnographic narrative that allows for the reconstruction of my personal biography, a return to my origins, with the intention of weaving it together with my teaching role and the development of a practicum and residency proposal for future teachers in Educational Sciences. The model is permeated by autoethnography as a methodological approach that, according to Aguirre and Porta (2019), enables us to engage in a reflective process that allows us to think about ourselves and others based on our own actions and decisions, within a framework of contexts and relationships with others.

The proposed course for 2024 arises from a reflective process as a teacher, based on recalling the experiences lived, felt, and learned with my grandparents during my childhood, adolescence, and youth. These lived experiences gave rise to knowledge that was constructed and that still endures today. These experiences emerge in an autoethnographic narrative, where not only is there an affective and heartfelt relationship with those others, my grandparents, evident, but also what remained, what I learned with them and which became part of my personal and professional identity as a teacher.