Becoming a Teacher Educator: International Perspectives

Session Type: Symposium

Abstract

The purpose of this symposium is to reconstruct and analyze the process of becoming a teacher educator and developing the specific expertise and sense of identity that constitutes the basis for one’s professional actions. Not only do teacher educators enter teacher education from diverse career pathways (reflecting one’s prior knowledge and experiences), they also perform their job in a range of institutional contexts and from diverse staff positions. Each paper examines and discusses the process of becoming a teacher educator as the result of the ongoing interactions between the individual teacher educator and the wider organizational and institutional context. Drawing on contributions from four different regions across the world this session has an explicit international orientation.

Sub Unit

• SIG-Lives of Teachers

Chair

• Geert Kelchtermans, University of Leuven

Participant

• Stefinee E. Pinnegar, Brigham Young University

Papers

• Preparation of a Teacher Educator: Opportunities and Issues - Cheryl J. Craig, University of Houston

• Professional Knowledge of Teacher Educators as Rooted in Historical Domains of the Practice - Lily Orland-Barak, University of Haifa; Ayelet Becher, University of Haifa

• “Being, Doing, and Knowing”: Exploring Teacher Educator Development Through the Lens of Tensions - Amanda K. Berry, Leiden University

• “Professional Peeling”: Understanding the Process of Teachers Becoming Teacher Educators in Flanders (Belgium) - Eline Vanassche, Catholic Universiteit Leuven; Geert Kelchtermans, University of Leuven

Discussants

• D. Jean Clandinin, University of Alberta

• Mary Lynn Hamilton, The University of Kansas