In this autoethnographically informed article, I propose an ethic of reflexive practice that teachers might/should engage in; such practice moves from “what I believe about teaching” to “why I believe what I believe about teaching.” Here, reflexive autoethnography serves not only as the method of my article but also as a potential method for developing reflexive pedagogical practices. Such work, I would argue, enables more critically informed pedagogical philosophies that translate importantly to actual classroom choices.
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