Using Duoethnography to Cultivate an Understanding of Professionalism: Developing Insights into Theory, Practice, and Self Through Interdisciplinary Conversations

  • Stefanie S. Sebok
  • Judy C. Woods


In this chapter, we examine what it means to be a professional by unpacking how professionalism is interpreted within nursing, counseling, and teaching contexts. Diversity, regarding the notion of professionalism, yields important information about how the concept is understood by individuals. Our dialogic and dialectic encounters facilitated deeper reflection on our own personal biases and understandings, which in turn shifted our beliefs about how professionalism is enacted within the workplace. This transformation in our way of thinking helped us to better articulate for others, and ourselves, what it means to be a professional. Together, we have come to understand that professionalism is not a concrete and static concept, but rather a dynamic web of interconnectedness that guides our growth and development as individuals. This work contributes to the duoethnography literature by illustrating how it can be used as an interdisciplinary approach for promoting professional reflective practice.


Cell Phone Professional Conduct Professional Competence Citizenship Education Disciplinary Action 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. College of Nurses of Ontario. (2009, Revised). Professional standards. Retrieved from
  2. Dreyfus, S. E. & Dreyfus, H. L. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Unpublished report, University of California, Berkeley.Google Scholar
  3. Eidoo, S., Ingram, L., MacDonald, A., Nabavi, M., Pashby, K., & Stille, S. (2011). “Through the Kaleidoscope”: Intersections between theoretical perspectives and classroom implications in critical global citizenship education. Canadian Journal of Education, 34(4), 59–85.Google Scholar
  4. Norris, J., Sawyer, R., & Lund, D. E. (2012). Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press.Google Scholar
  5. Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.Google Scholar
  6. Sawyer, R. D., & Norris, J. (2013). Duoethnography: Understanding qualitative research. New York: Oxford University Press.Google Scholar

Copyright information

© The Author(s) 2016

Authors and Affiliations

  • Stefanie S. Sebok
    • 1
  • Judy C. Woods
    • 1
  1. 1.Faculty of EducationQueen’s UniversityKingstonCanada

Personalised recommendations