The Reflective Educators: A Preliminary Evaluation of Self-Narrative Research Encounter Group in Taiwan


The Covid-19 pandemic has changed our daily behaviors and imposed many impacts. The increases of using technologies are one of big changes among education sectors. The arguments about the impacts of technology including artificial intelligence (AI) are ongoing. Many says that educators may be replaced by robots one day. However, can it become reality? It’s important for educators to rethink and reflect their daily roles and practices. Self-narrative/ Autoethnography is one of ways to help educators reflect their teachings from past, now and future. The aim of this qualitative study is to evaluate and explore the experiences in the self-narrative research encounter group.

Three educators in different education sectors were included as research participants. The written text messages from 2019-2023 were analyzed. Narrative analysis with thematic method was used to explore the participants’ experience.

Five themes summed up from the encounter groups’ experiences were identified. These included: (1) personal growth (2) professional development in/on action (3) stay true to self (4) the ability to listen with empathy (5) fascination for humanity values

Implications for practice:
Although, there are some limitations. However, the results do highlight a new approach for doing the self-narrative research with encounter group. The narrative encounter group may be applied not only for research purpose but for help teachers in their own professional developments and improvement. Once we as the educators can stay true to ourselves, we may know how to act with the precious role of teacher which is the robots can never replace.

Author Information
Yu-Jen Hsieh, Fu Jen Catholic University, Taiwan
Hui-Jen Lee, Fu Jen Catholic University, Taiwan

Paper Information
Conference: ACE2023
Stream: Professional Training

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Posted by James Alexander Gordon