Search results for: Power Kerith

The current article reports a self-study that used a model of core reflection to examine the identity and practices of two teacher educators. The self-study presented in this article was undertaken at Victoria, Australia during the first semester of 2008. During three sessions of core reflection the authors examined the experiences of one of the participants in relation to her teaching ideals, perceived difficulties or obstacles to achieving these ideals, and sense of self as a teacher educator. The findings from this self-study suggested that the core reflection model was a valuable tool for the participants in seeking to understand their practice and to improve their pedagogy, and in turn, to improve their students’ learning in teacher education.