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  • With this article I aim to progress the use of vignettes within autoethnography by explaining the conceptual framework for my structured vignette analysis. In researching my role as a teacher of a group of Timor-Leste vocational education professionals I have undertaken a phenomenological study using autoethnography to highlight the existential shifts in my cultural understanding. I use vignettes to place myself within the social context, to explore my positionality as a researcher and to carefully self-monitor the impact of my biases, beliefs and personal experiences on the teacher-student relationship. To assist my analysis I developed a structured method for analysing each vignette to reveal layers of awareness that might otherwise remain experienced but concealed. In my analysis I describe the context, the experience told as a personal story, the emotional impact on me of this experience and my reflexivity to the described experience. I identify strategies I developed resulting from the impact the experience had on my interactions with my students. This structured vignette analysis reinforces the necessity of all these research elements within autoethnographic writing. I provide an example to highlight the usefulness of this method. (author's abstract) (xsd:string)
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  • 2016 (xsd:gyear)
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  • 2016 (xsd:gyear)
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  • en (xsd:string)
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  • 1438-5627 ()
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  • 1 (xsd:string)
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  • Using vignettes within autoethnography to explore layers of cross-cultural awareness as a teacher (xsd:string)
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  • In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 17, 2016, 1, 17 (xsd:string)
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  • urn:nbn:de:0114-fqs1601119 ()
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  • 17 (xsd:string)