Self‐Directed Teaching Strategies and Professional Learning in Technological Implementation: A Collaborative Autoethnography

ABSTRACT

Technological integration into teaching offers significant pedagogical potential, yet it can also intensify the challenge of addressing systemic barriers to inclusion. This issue is especially important for teaching‐focused academics (TAs), who are increasingly leading classroom instruction and translating institutional digital priorities into inclusive classroom practice in higher education. However, their experiences of self‐directing technology integration, differentiating instruction for diverse learners and aligning with their professional learning (PL) goals are underrepresented, insufficiently recognised and generally framed from deficit‐based rather than expertise‐based perspectives. Addressing this gap, this study examines the collaborative professional narratives of two experienced TAs teaching two shared TESOL postgraduate courses at a leading Australian university. Employing collaborative autoethnography (CAE) as an insider‐oriented methodology, in light of a recently modified technological, affective, pedagogical and content knowledge (TAPACK) model, this CAE illustrates how self‐directed strategies support inclusive, technology‐mediated learning for CALD students. Drawing on reflective notes, two dialogic conversations and one integrative discussion, the findings reveal a repertoire of differentiated, self‐directed strategies, including platform‐switching logic, low‐stakes anonymity, paper‐digital hybridity and real‐time tool triage. These practices show how technological, pedagogical and content expertise are enacted through contextually situated affective dimensions. The study highlights the need to recognise TAs’ expertise in advancing inclusive digital pedagogies and fostering pedagogies of care in post‐digital higher education.