In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators’ journeys of professional becoming. Through this self-study, we argue that this type of work is valuable to individuals and institutions in relation to its impact on the professional learning and career development of teacher educators. Adopting a narrative approach, we examined our experiences of co-editing the book and the associated activities such as conference presentations, to understand how this influenced our professional learning and identity as teacher educators. Findings include having a stronger sense of the evolution of our professional selves over time and greater insight and awareness of our strengths and uncertainties. A clearer perspective on our own career development and professional becoming was evident, and many parallels could be drawn between our experiences of professional becoming and those of the chapter authors in the edited book. We conclude that while activities such as book editing do not usually count in institutional metrics as outputs, they are nonetheless a significant opportunity for professional learning and make a contribution to knowledge and to teacher education practice, and should be recognised as such by institutions and colleagues.
Bibliographical noteThis is an Accepted Manuscript of an article published by Taylor & Francis in Studying Teacher Education on 23/11/2017, available online: http://www.tandfonline.com/10.1080/17425964.2017.1405344
- Teacher educator professional learning
- career development
- communities of practice
Hayler, M., & Williams, J. (2017). Narratives of Learning from Co-editing, Writing and Presenting Stories of Experience in Self-Study. Studying Teacher Education, 14(1), 103-119. https://doi.org/10.1080/17425964.2017.1405344