Transitioning From Teachers to Teacher Educators: Forming and Sustaining an Inquiry Community

• In Event: Roundtable Session 39

Session Type: Roundtable Session

Abstract

The process of becoming a teacher educator has been described as challenging due to the lack of clarity in the teacher educator role (Loughran, 2014). Yet numerous scholars have suggested the power of practitioner inquiry in the context of self-study and collaborative inquiry as valuable processes for supporting and sustaining emerging teacher educators (e.g., Cochran-Smith & Lytle, 2009; Lunenberg & Hamilton, 2008). In this interactive symposium, we offer an in-depth look inside a practitioner inquiry community of developing teacher educators. Drawing upon journals, meeting notes, transcripts, and artifacts from inquiry community sessions, we present four aspects of the inquiry community that supported the developing teacher educators in thinking more deeply about their role.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Patricia C. Paugh, University of Massachusetts - Boston

Papers

• "Wait, That's Not a Clarifying Question!" The Use of Protocols to Guide Inquiry - Megina Baker, Boston College

• The Evolution of Questions Through Inquiry: An (Un)Intentional Process - Elizabeth Cox, Boston College; Michael T. O'Connor, Boston College

• Confronting and Addressing Vulnerability in the Context of an Inquiry Community - Shanee A Wangia, Boston College

• "How Can I Help Her Move?" A Critical Look at Teacher Educators' Goals for Teachers - Renata Love Jones, Boston College; Meredith Cromwell Moore, Boston College