Self-reflection in Secondary Teaching: An autoethnographic research.

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dc.contributor.authorLuna, Diego
dc.contributor.authorPineda-Alfonso, J.
dc.contributor.authorGarcía-Perez, F.
dc.contributor.authorLeal da Costa, Conceição
dc.date.accessioned2026-02-19T11:48:29Z
dc.date.available2026-02-19T11:48:29Z
dc.date.embargo2023
dc.date.issued2023
dc.description.abstractThis paper explores the potential of autoethnography in teaching by developing a theoretical framework, presenting a case study, and discussing three alleged problems: excess subjectivism, observer bias, and lack of rigor. The described research experience shows that autoethnography functions as an element of ideological resistance, memory, and self-discovery in educational contexts.por
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dc.identifier.urihttps://ejournals.vdu.lt/index.php/Pedagogika/article/view/5285
dc.identifier.urihttp://hdl.handle.net/10174/41313
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherPedagogika/ Pedagogypor
dc.rightsopenAccesspor
dc.titleSelf-reflection in Secondary Teaching: An autoethnographic research.por
dc.typearticlepor

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