LOEX 2025

Current changes in higher education demand we think through and shape our teaching craft in more explicit ways. This session will focus on exploring why we teach and how our personal, professional, and instructional identities enrich our teaching practice. A case study of a professional development model grounded in autoethnographic research methods and Situated Expectancy-Value Theory, that is usually associated with understanding student performance and motivation, will be showcased. Participants will then have an opportunity to reflect on their own purpose as well as, the why behind their teaching and identities. To continue reflecting on teaching improvement and pathways for future career development, participants will take away a toolbox of strategies to continue reflecting on teaching improvement and to identify pathways for future career development.

Participants will:

1. be introduced to the autoethnographic method and the Situated Expectancy-Value Theory, and learn how to use this method to assess their teaching practice situation.
2. experience the reflexivity process with other participants that can be used to analyze values, self-awareness, and traits, and later used to assess and evaluate their teaching practice and influence their professional career.
3. receive a toolbox that contains the process, strategies and methods to take away from the session after they discuss the differences between reflection and reflexivity and how to collect data for analysis during the session.