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Embracing Vulnerability and Evolving through Trauma: Teacher Educators' Collaborative Autoethnographic Reflections

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Title: Embracing Vulnerability and Evolving through Trauma: Teacher Educators' Collaborative Autoethnographic Reflections
Language: English
Authors: Christina Gray (ORCID 0000-0001-8464-1961), Kirsten Lambert (ORCID 0000-0001-7910-2373)
Source: Asia-Pacific Journal of Teacher Education. 2026 54(3):250-265.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Educators, Trauma, Coping, Story Telling, Experience, Well Being, Professional Identity, Helping Relationship, Self Management, Reflection, Time
DOI: 10.1080/1359866X.2026.2662335
ISSN: 1359-866X
1469-2945
Abstract: This collaborative autoethnography examines how two university-based teacher educators navigated personal trauma while continuing their academic and caregiving work. Using narrative portraits, the study explores how collaborative storytelling enabled the authors to embrace vulnerability, surface hidden experiences, and make sense of trauma within the normative and relational conditions of academic professionalism. Analysis of the narratives highlights three interrelated mechanisms that supported wellbeing amidst trauma: the ongoing negotiation of teacher identity, the capacity to accept help and relational support, and intentional self-care through reflective practice. Rather than positioning recovery as linear or complete, the study illuminates how educators may continue to function, care, and find meaning while trauma remains present. Attention is also given to the role of time in shaping how trauma is storied and understood. The findings underscore the value of collaborative autoethnography as both a methodological and ethical approach for exploring trauma in teacher education, and point to the importance of creating reflective, relational spaces within universities where educators can share, witness, and support one another.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508573
Database: ERIC
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  Data: Embracing Vulnerability and Evolving through Trauma: Teacher Educators' Collaborative Autoethnographic Reflections
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  Data: <searchLink fieldCode="AR" term="%22Christina+Gray%22">Christina Gray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8464-1961">0000-0001-8464-1961</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kirsten+Lambert%22">Kirsten Lambert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7910-2373">0000-0001-7910-2373</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2026 54(3):250-265.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Helping+Relationship%22">Helping Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink>
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  Data: 10.1080/1359866X.2026.2662335
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  Data: 1359-866X<br />1469-2945
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  Data: This collaborative autoethnography examines how two university-based teacher educators navigated personal trauma while continuing their academic and caregiving work. Using narrative portraits, the study explores how collaborative storytelling enabled the authors to embrace vulnerability, surface hidden experiences, and make sense of trauma within the normative and relational conditions of academic professionalism. Analysis of the narratives highlights three interrelated mechanisms that supported wellbeing amidst trauma: the ongoing negotiation of teacher identity, the capacity to accept help and relational support, and intentional self-care through reflective practice. Rather than positioning recovery as linear or complete, the study illuminates how educators may continue to function, care, and find meaning while trauma remains present. Attention is also given to the role of time in shaping how trauma is storied and understood. The findings underscore the value of collaborative autoethnography as both a methodological and ethical approach for exploring trauma in teacher education, and point to the importance of creating reflective, relational spaces within universities where educators can share, witness, and support one another.
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      – Text: English
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        PageCount: 16
        StartPage: 250
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      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Trauma
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      – SubjectFull: Coping
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      – SubjectFull: Story Telling
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      – SubjectFull: Experience
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      – SubjectFull: Well Being
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      – SubjectFull: Professional Identity
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      – SubjectFull: Helping Relationship
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      – SubjectFull: Self Management
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