Doctor who? Reflecting upon regenerations of educational identity utilising autoethnography and the method of currere

Undertaking a doctoral study involves a transformation of the self as well as of knowledge. This paper explores how the experience of undertaking a doctoral study affected the complex evolution of the identity of an educator working in the context of United Kingdom (UK) higher education. Autoethnography and the method of currere are combined to promote a qualitative reflection upon educational experiences and their impact on the professional and the person using a guiding framework for reflexive self-examination. The resulting life history features a situated unfolding storied account of how educational experiences can shape us professionally and biographically.<p></p>