Autoethnography in action research for health education practitioners Academic Article

abstract

• We propose a methodological framework for conducting collaborative and analytic autoethnography (CAAE) in action research inquiry. Similar to other action research methodologies, CAAE is: (a) systematic, framed by a research question and employing explicit, transparent methods; (b) problem-based, drawn from health educators practices; and (c) cyclical, predicated on the assumption that a plan for implementing changes is derived from the findings and will be tested in subsequent action research cycles. The autoethnographic action research framework comprises four phases: inductive stage/formative assessmentdeveloping a hypothesis (phase 1), pre-deductive stageorganizing the study (phase 2), deductive stage/summative evaluationcollecting data and testing the hypothesis (phase 3), and synthesis stageconstructing meaning (phase 4). Collaborative analytic autoethnography supports reflexivity, awareness, and agency by providing practitioners with an explicit framework for continually evaluating the complexities of self, the Other (i.e. experiencing self from anothers perspective), and context.

authors

• Acosta, Sandra
• Goodson, Patricia

published proceedings

• ACTION RESEARCH

altmetric score

• 1

author list (cited authors)

• Acosta, S., Goltz, H. H., & Goodson, P.

citation count

• 26

complete list of authors

• Acosta, Sandra||Goltz, Heather H||Goodson, Patricia

publication date

• December 2015

publisher

• SAGE Publications  Publisher

published in

• Action Research  Journal

keywords

• Action Research
• Action Research Quality
• Autoethnography
• Health Education
• Methodological Framework
• Practitioner-researcher

Digital Object Identifier (DOI)

• 10.1177/1476750315573589

start page

• 411

end page

• 430

volume

• 13

issue

• 4

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F1476750315573589