Teacher Educators (209 items)To section archive
To date, though many studies have investigated how teachers and teacher educators in general develop their professional identities, scant attention has been paid to that complex process of “transnational” teacher educators. To begin to close this research gap, this collaborative autoethnographic study examines how the authors develop their teacher educator identities through teaching a diversity course in the United States as transnational teacher educators from China and South Korea. The findings reveal that their transnational backgrounds (e.g., speaking English as a second language and holding particular cultural beliefs) initially challenged their identity development, but their continuous teaching and learning within a supportive institutional context turned the marginality of their transnational backgrounds into professional assets. The research findings can extend our understanding of teacher educators’ identity development. The study also suggests practical implications for teacher education programs to create an inclusive and supportive professional community in which all teacher educators may grow.
Updated: Feb. 23, 2020
This paper describes the experiences of a literacy teacher educator, who learned computer programming and also learned to bridge her understandings of teaching English to teaching a critical literacy of code. The author concludes that bridging critical literacies of English and computer code has potential to foster greater civic participation and agency.
Updated: Dec. 05, 2018
The Bricks and Mortar of our Foundation for Faculty Development: Book-Study within a Self-Study Professional Learning Community
This paper explores the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. The authors' experiences demonstrate how self-study research, undertaken within the context of a professional learning community engaged in book-study. Their experiences hold the potential to enhance teacher educators’ understandings, foster collaboration, and provide a catalyst for meaningful observations about their practices, students, and teacher education program. The authors highlight that this has altered some of their practices and their discourse with others.
Updated: Nov. 01, 2018
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018