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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1359-866X 1469-2945 |
| DOI: | 10.1080/1359866X.2026.2662335 |
