The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development

• In Event: 61.035 - What's "Core" to Teacher Educator Pedagogy? (Re)Considering the Meaning of Practice in Teacher Educator Development

Abstract

Novice teacher educators face many challenges yet there is limited research exploring structures to support them. We address the need to develop models for novice teacher educator development by exploring the lived experiences of two novice teacher educators engaging in a Cycle of Enactment and Investigation (Kazemi, Franke, & Lampert, 2009). Qualitative data were collected in the form of participant journals, interviews, and team meetings. In this paper, we describe: 1) adaptations that were made to the Cycle and the reasons for these changes, and 2) the TAs’ impressions of their experience engaging in this process. Findings suggest the positive potential of the Cycle to support novice teacher educators in their new role.

Author

• Limin Jao, McGill University