Teaching first-year students during transition to higher education: An autoethnographical account

Abstract

Transition to the first-year of higher education represents a key period of change for students and is a powerful element of the university experience. Educators are key in facilitating successful first-year experiences and must understand the multidimensional aspects of transition in order to effectively support diverse student groups. This study adopts an autoethnographic methodology to explore the experiences of an educator teaching first-year students during transition to higher education. An inductive thematic analysis was conducted using data from a period of the educators' reflexive journaling, identifying three themes for discussion: managing variation, everchanging hats, and worthwhile efforts. Implications for practice are identified and the process of writing an autoethnographic piece is reflected upon. This autoethnography encourages educators to reflect and develop a deeper understanding of the self and others for the benefit of the learning and teaching environment