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.
|Place of Publication||Singapore|
|Number of pages||185|
|Publication status||Published - 25 Apr 2020|
|Name||Self-Study of Teaching and Teacher Education Practices|
Hayler, M., & Williams, J. (2020). Being a Teacher Educator in Challenging Times: Negotiating the rapids of professional learning. (Self-Study of Teaching and Teacher Education Practices; Vol. 22). Singapore : Springer. https://doi.org/10.1007/978-981-15-3848-3