La autoetnografía como herramienta de transformación en la práctica docente

The article examines how autoethnography can deepen the understanding of a teacher’s experiences in her personal and professional development. Drawing from a qualitative and constructivist approach, the research employs narratives to analyze and reflect on the teacher’s educational and social interactions, revealing how these experiences have influenced her pedagogical practice. The autoethnographic method enables introspection, fosters a critical perspective, and facilitates comprehension of specific sociocultural contexts. This approach not only enriches educational practice by transforming pedagogical dynamics, but also promotes the teacher’s ongoing professional development. Furthermore, the article underscores the importance of reflexivity, understood as a necessary process for analyzing and reinterpreting lived experiences. Regarding the findings, the research highlights the need for equitable access to continuing education, arguing that such opportunities are essential to improving teaching quality, particularly in regions such as Huila, Colombia. In conclusion, the use of autoethnography in educational research not only offers a valuable tool for teachers’ self-knowledge, but also serves as a vehicle for pedagogical transformation, strengthening educational quality through professional development and adaptation to local contexts.