Becoming a Teacher Educator and Researcher: An Autoethnographic Inquiry

Abstract

This study is an exploration of the autobiographical professional journey of my career path in English language education. The reflective account is a story about the change from being an English language learner to a teacher educator and academic researcher. The autoethnographic research aims to investigate the underlying reasons for choosing a career path for professional growth. The study, based on the reflections, revealed that the passion for teaching English, social prestige, and role-model teachers have a major impact on the job choice. The reflective account discussed how I enhanced my skills by attending conferences, workshops, seminars, and professional groups associated with English language teaching. Autoethnography, used as a tool for the research, helps to explore the experiences and challenges along the way. The reflective account, through self-reflection and construction of a new professional identity, is a story that reflects the regional perspectives on English language teaching and professional growth. The journey includes my transformation from my rural background with limited resources to where I am today as an English teacher, as well as my personal and professional transformation. The last section of the paper will focus on how I have reframed my professional experiences, which makes this study useful to other English language teachers looking for a way to reflect on and make meaning of their own professional journeys.