[Self-Study of Teaching and Teacher Education Practices] Being a Teacher Educator in Challenging Times Volume 22 (Negotiating the Rapids of Professional Learning) ||

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. Foreword Reference Acknowledgements Contents Acronyms and Abbreviations Chapter 1: Introduction 1.1 Introduction 1.2 How This Book Came About 1.3 Structure of the Book References Chapter 2: Duoethnography to Explore the Work and Lives of Teacher Educators 2.1 Introduction 2.2 Wandering Towards Duoethnography 2.3 Understanding Autoethnography 2.4 Embracing Duoethnography 2.5 Ethics and Duoethnography 2.6 Creating This Duoethnography 2.6.1 The River Journey Metaphor References Chapter 3: Our Educational Journeys 3.1 Introduction 3.2 Early Family Influences 3.3 Kindergarten and Nursery 3.4 Primary School 3.5 High School 3.6 University/Polytechnic 3.7 Teaching 3.8 Transitioning into Academia and Becoming a Teacher Educator 3.9 Conclusion References Chapter 4: Becoming a Teacher Educator 4.1 Introduction 4.2 Transitioning from Teacher to Teacher Educator References Chapter 5: Policy and Educational Contexts of Teacher Education 5.1 Introduction 5.2 Teacher Education Policy Landscape in Australia and England 5.3 Professional Standards for Teachers 5.4 Performance Standards for Academics 5.5 Frameworks for Effective Teacher Education References Chapter 6: Collaboration and the Work of Teacher Educators 6.1 Introduction 6.2 Collaboration in the Journey of Becoming a Teacher Educator 6.3 Collaboration Through S-STEP Community and Becoming Teacher Educators 6.4 Collaboration Beyond the Self-Study Community References Chapter 7: Working with the Teaching Profession 7.1 Introduction 7.2 Teachers and Teacher Educators Working Together 7.3 Working Together to Provide Professional Experience 7.4 Learning from Working with the Teaching Profession References Chapter 8: Developing Pedagogies of Teacher Education 8.1 Introduction 8.2 What Is Meant by ‘Pedagogies of Teacher Education’? 8.3 Context Matters: Journeys of Evolving Pedagogies in Diverse Settings 8.4 Exploring Our Pedagogies of Teacher Education Through Autobiographical Writing and Self-Study 8.5 The Influence of Life Experiences on Pedagogy as Teacher Educators References Chapter 9: Constructing an Identity as a Teacher Educator 9.1 Introduction 9.2 Voice, Self and Identity 9.3 The Meaning of Identity and Constructing a Professional Identity as a Teacher Educator 9.4 The Role of Early Life Experiences in Identity Construction References Chapter 10: What Does ‘Becoming a Teacher Educator’ Mean? 10.1 Introduction 10.2 What Does It Mean to Have a Career as a Teacher Educator? 10.3 What Have We Learned from Undertaking This Duoethnography? 10.4 Looking Back on the Writing Process as Research References