Reading Community More Closely: A Critical Interpretation of a Teacher Educator Community

• In Event: Notions of Context, Community, and Identity in Teacher Education

Abstract

As research has noted, teacher educator communities can influence teacher education programs by fostering the development of teacher educators as scholars and practitioners, which can lead to more coherent programs and provide a forum for support and the exchange ideas. This paper seeks to contribute to the conversation about teacher educator communities by providing a critical reading of the ways in which one community operated. By analyzing the discourse of this teacher educator community more closely, our goal is to surface some of the complexities often overlooked during moments of apparent collaboration, discussion, and negotiation.

Authors

• Alexander Cuenca, Saint Louis University

• Mardi Schmeichel, University of Georgia