Teacher identity: The potential of autoethnographic research for restoration, renewal and retention

Action research is a common methodology used by teachers in schools. Its practicality is valued; teachers can use data they have already collected and so, in a workplace where time is a scarce and precious commodity, the lure of action research is obvious. However, it can marginalise teachers and make their personal experience invisible. Autoethnographic research embodies values that align with teaching. Its driving force is a desire to share expertise and help others learn. It also validates teacher experience at any stage of a career, connecting with others who share the same level of experience and who will learn from the autoethnographer’s insider perspective. Using autoethnography as a research methodology instead of action research reconceptualised my teacher identity, validated my experiences, and transformed my attitude towards a system that silences teachers. At a time when attrition rates reflected low morale in teaching, autoethnography restored my voice as a teacher, renewed my direction and purpose, and prevented me from leaving education.