Learning From Taking Up Temporary Roles as Teacher Educators Within a School/University Partnership

• In Event: Experiences Shaped by Beliefs, Service, and Faith

Abstract

Studies have explored the beliefs and identity of teachers becoming teacher educators: in faculty positions or those positioned in school contexts. This work explored shifts in beliefs and identity of teachers are temporary teacher educators/clinical faculty. Through sharing critical experiences and analysis of them , this study inquired into the learning of temporary teacher educators. Analysis indicates temporary teacher educators shifted their knowing of their own strengths as teachers, seeing the role of their early educational experience in who they are becoming, moving from a reproduction orientation to helping teachers become the teacher they want to be, rejecting a gate keeper position and embracing a development and growth one. Further work would study the long term impact of these shifts.

Authors

• Kathie McKay, Brigham Young University

• Cecilia Pincock, Brigham Young University

• Miriam Richards, Brigham Young University

• Becky Thomas, Brigham Young University

• Casey Robles, Brigham Young University

• Shelby Forsyth, Brigham Young University

• Mina Money, Brigham Young University

• Stefinee E. Pinnegar, Brigham Young University

• Eliza A. Pinnegar, Learning Adventures Child Care Centre