Division K - Teaching and Teacher Education / Division K - Section 10: Teacher Educator Learning and Practice

Brandon M. Butler, Old Dominion University

Being, Becoming, and Belonging: An International Study of Teacher Educators' Professional Learning in Research-Intensive Universities - Sarah Worton, University College London; Polly Glegg, University College London; Bee Leng Chua, Nanyang Technological University; Suzanne S. Choo, Nanyang Technological University - National Institute of Education; Kathryn Broad, OISE/University of Toronto; Leslie Stewart Rose, University of Toronto

Modeling in Primary Teacher Education: What Do Teacher Educators Think About It? - Helena Loreto Montenegro, Universidad de Chile

Negotiating the Role of the Academy in the Teacher Performance Assessment Landscape - Patrick Dean Brownlee, The University of Sydney; Amanda McGraw; Debra Talbot, The University of Sydney; John Buchanan, University of Technology, Sydney

Teacher Educators' Professional Development in Research-Intensive Universities: Multiple Perspectives on a Complex Phenomenon - Katriina Jenni Johanna Maaranen, University of Helsinki; Reijo T. Byman, University of Helsinki; Riitta Jyrhama, University of Helsinki, Finland; Sara Sintonen, University of Helsinki; Katariina Stenberg, University of Helsinki; Heikki Valter Kynaslahti, University of Helsinki

Teaching Others, Learning About Selves: Collaborative Self-Study of Two International Teacher Educators - Zheng Gu, Michigan State University; Yue Bian, University of Washington Bothell

Dengting Boyanton, Sino-American Educational Research Association