Navigating Teaching Complexities in Graduate Education: An Autoethnographic Perspective

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. Th