Enacting a Relational Approach as an Editor: A Teacher Educator's Self-Study

• In Event: Foregrounding the Relational in Teacher Education Practice

Abstract

Professors assume many roles. Although leadership involves new skill sets and relationships, little is done to prepare us for these important roles. Since Manke’s identified topical threads in teacher educator administrators’ self-studies, there have been a growing number of such studies. Less common are studies of informal leaders in the academic community. Editing in particular has received little attention in self-study discourse or more widely. As editors help create knowledge, this self-study by the editor of journals and contributes to better understanding and supporting the role. The first objective is to examine ways in which the editor has lived out a conception of teacher education as relational. The second is to identify opportunities for extending self-studies of leadership to editors.

Author

• Julian D. Kitchen, Brock University