Re-examining personal practical knowledge of teaching as university teacher’s self muhasabah: a story from a doctoral journey

Abstract

In this narrative account of my doctoral journey, I share my story of how I re-examined my personal practical knowledge of teaching in higher education. The research journey took me back to my familiar educational landscape, during which I conducted my fieldwork. It was the time when I was a narrative inquirer, one who embraced the dual role of a critically reflective teacher/lecturer (Brookfield, 1995) and a reflexive researcher (Etherington, 2004). The opportunity to revisit my practice and unpack my teaching with a pair of new eyes had allowed me to confront and challenge my habitual frames of reference and taken-for-granted assumptions (Mezirow, 1997; 2000) about teaching and learning. These were indeed the roots of my puzzle of practice (Russell & Munby, 1991). At the end of my research journey, insights from critical reflections on my personal and professional selves led me to revisit the traditional concept of self muhasabah, in relation to my teaching professionalism. By sharing these episodes from my doctoral journey, I hope to highlight the relevancy of critically reflective practice to self muhasabah in the context of teacher professional development. My learning experience is also an exemplary story that accentuates how such complementary nature of these two concepts can be practically applied in any given educational settings as a mechanism for personal growth and continuing professional development (CPD) among teachers, educators and practitioners