The Role of Prior Teaching Experience and Institutional Context in Developing a Pedagogy of Teacher Education

• In Event: Roundtable Session 3
  In Roundtable Session: Position and Perspectives of Mentors and Teacher Educators

Abstract

A groundswell of new research focuses on the professional development and learning of teacher educators. Much of this research has been contributed directly from teacher educators as they systematically examine their own experiences and report their findings. Notwithstanding the personal insight generated as a result of such self-study, accumulating what is now known from this emerging research base into broader understandings has proven elusive. This article endeavors to begin the process of accumulation as it relates to the influences bearing on the initial development of teacher educators’ pedagogies of teacher education. Specifically, this article considers how prior teaching experience and institutional context may play a role in shaping the pedagogy of former classroom teachers as they become teachers of teachers.

Authors

• Jason K. Ritter, Duquesne University

• Shawn M. Bullock, Simon Fraser University

• Judy Joy Williams, Monash University