LEARNING FROM SILENCE: AN AUTOETHNOGRAPHY OF A NOVICE UNIVERSITY TEACHER
Keywords:
silence, autoethnography, teacher identity formation, self-reflectionAbstract
This study aims to (1) describe the experiences of novice university instructors in encountering student silence in the classroom; (2) explore and interpret their learning and adaptation processes through self-reflection; and (3) understand the early formation of teacher identity during the initial stage of their professional life. The research adopts an autoethnographic methodology, in which the researcher assumes the dual role of instructor and self-observer. Data were collected through memory recall, reflective journaling, classroom observation during teaching, and the analysis of personal experiences.
The findings reveal that student silence not only generates uncertainty and self-doubt for novice teachers but also serves as an internal mirror—an opportunity for deep learning about communication, embracing imperfection, and professional identity formation. Through ongoing reflective practice, the novice teacher gradually shifts from a focus on controlling the classroom to understanding silence as a space for listening and growth. The study suggests that silence should not be perceived as a barrier to teaching; rather, it can serve as a starting point for cultivating a teacher identity grounded in self-awareness and empathy.
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