Abstract

This study aims to (1) explore the process of using autoethnographic reflection to identify teaching complexities in graduate education, (2) analyze the issues revealed through this reflective process, and (3) interpret the meanings and contexts of these challenges from the instructor’s perspective. Employing an autoethnographic methodology, data were collected from the researchers’s personal journals, memories, and relevant documents, and analyzed using thematic analysis. The findings indicate that autoethnographic reflection serves as a powerful tool for gaining an in-depth understanding of teaching complexities in graduate settings. Four major themes emerged: expectations and roles, relationships and power, learning approaches, and emotions and identity. These themes are interconnected with the instructor’s self-identity and the institutional cultural context. The reflective process not only revealed the multidimensional nature of teaching as an identity practice but also fostered self-awareness, emotional growth, and adaptive teaching capacity. The study highlights the value of autoethnographic reflection as both a research methodology and a professional development approach that promotes transformative learning, adaptability, and pedagogical resilience in the dynamic landscape of graduate education.

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