Autoethnography in TESOL teacher education: A methodological synthesis

Abstract

In recent years, autoethnography has gained prominence as a research methodology in TESOL teacher education (TTE). Despite its growing popularity, no comprehensive methodological synthesis has been conducted to examine how this qualitative approach has been utilized in the field. Addressing this gap, we performed a systematic database search, identifying 145 studies that employed autoethnography in TTE. These studies were analyzed across a diverse range of dimensions, including inter alia, research foci, methodological designs, and other pertinent aspects. Our findings revealed that the majority of autoethnographies focused on teacher identity and agency, with critical and social justice theories serving as the predominant theoretical frameworks. Additionally, a typical autoethnography in this context was characterized by its longitudinal and collaborative nature, conducted in the United States within university settings, primarily involving in-service teachers and utilizing multiple data sources. Based on these findings, we provide evidence-based recommendations to strengthen the methodological rigor of future TESOL autoethnography.