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This book presents a duoethnographic exploration and narrative
account of what it means to be a teacher educator today. Adopting a
narrative approach, the book presents different personal, political
and institutional perspectives to interrogate common challenges
facing teacher education and teacher educators today. In addition,
the book compares and contrasts the teacher education landscapes in
Australia and the UK and addresses a broad range of topics,
including the autobiographical nature of teacher educators' work,
the value of learning from experience, the importance of
collegiality and collaboration in learning to become a teacher
educator, and the intersection of the personal, professional and
political in the development of teacher educator pedagogies and
research agendas. Each chapter combines personal narratives and
research-based perspectives on the key dimensions of teacher
educators' work that can be found in the literature, including
self-study research. Readers will gain a better understanding of
the processes, influences and relationships that make being a
teacher educator both a challenging and rewarding career.
Accordingly, the book offers a valuable asset for university
leaders, experienced and beginning teacher educators, and
researchers interested in the professional learning and development
of teacher educators.
This book presents a duoethnographic exploration and narrative
account of what it means to be a teacher educator today. Adopting a
narrative approach, the book presents different personal, political
and institutional perspectives to interrogate common challenges
facing teacher education and teacher educators today. In addition,
the book compares and contrasts the teacher education landscapes in
Australia and the UK and addresses a broad range of topics,
including the autobiographical nature of teacher educators' work,
the value of learning from experience, the importance of
collegiality and collaboration in learning to become a teacher
educator, and the intersection of the personal, professional and
political in the development of teacher educator pedagogies and
research agendas. Each chapter combines personal narratives and
research-based perspectives on the key dimensions of teacher
educators' work that can be found in the literature, including
self-study research. Readers will gain a better understanding of
the processes, influences and relationships that make being a
teacher educator both a challenging and rewarding career.
Accordingly, the book offers a valuable asset for university
leaders, experienced and beginning teacher educators, and
researchers interested in the professional learning and development
of teacher educators.
Through a narrative inquiry approach, this book examines the
personal professional journeys of teacher educators who have
undertaken self studies, and/or researched the professional
development of teacher educators. The theme of the book is how
change, through professional transitions and transformations and
notably, through self study research, has shaped the professional
identities and practices of these teacher educators. Each chapter
is an exploration of how the author/s 'became' teacher educators in
relation to personal and/or professional transitions, such as
transitioning from teacher to teacher educator; moving between
different institutional and geographic contexts; or from changes in
philosophical, policy and/or pedagogical understandings over time.
Each narrative draws on the author's self study experience, and
develops their knowledge further by presenting the wisdom they have
gained over their career as teacher educators. The book concludes
with a discussion of the connections between the diverse
experiences of the authors, and what can be learned from their
accumulated wisdom about what is means to become a teacher educator
in a dynamic and ever-changing educational landscape.
Through a narrative inquiry approach, this book examines the
personal professional journeys of teacher educators who have
undertaken self studies, and/or researched the professional
development of teacher educators. The theme of the book is how
change, through professional transitions and transformations and
notably, through self study research, has shaped the professional
identities and practices of these teacher educators. Each chapter
is an exploration of how the author/s 'became' teacher educators in
relation to personal and/or professional transitions, such as
transitioning from teacher to teacher educator; moving between
different institutional and geographic contexts; or from changes in
philosophical, policy and/or pedagogical understandings over time.
Each narrative draws on the author's self study experience, and
develops their knowledge further by presenting the wisdom they have
gained over their career as teacher educators. The book concludes
with a discussion of the connections between the diverse
experiences of the authors, and what can be learned from their
accumulated wisdom about what is means to become a teacher educator
in a dynamic and ever-changing educational landscape.
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