Autoethnography: Postgraduate Teaching Assistant Professional Development in the Academy

This chapter explores the use of the qualitative research method autoethnography as a tool for early career researcher's professional development. In particular, the method is considered for postgraduate teaching assistants (PGTAs) working within higher education. Autoethnography has been conceptualised as a powerful reflexive tool, facilitating identity and transition work, something the author has explored in earlier scholarship examining role change, boundary crossing, and labelling in the academy. Following on from an introduction to the method and the role of the PGTA in the academy, the author explores a series of peer-reviewed autoethnographic articles, all of which are situated within higher education. These texts, in addition to the author's own, reveal themes pertaining to growth, interrelatedness and self-perception. This discussion portrays the significance of reflexive practice, the value of holding conversation with and of the self, and notably learning about the self in relation to other.