Making the Invisible Visible: Who Are Teacher Educators and What Is Seen in Our Work?

• In Event: Teacher Education in Times of Social/Institutional Crisis

Abstract

Recognizing how context and positionality influence conceptions of teacher education and teacher educator development, we engaged in a collaborative self-study to uncover insights into developing frameworks for the preparation and ongoing development of teacher educators. As second-order practitioners, we examined our work hoping to identify how our roles as teacher educators may inform who we are and how we engage the work of teacher education. We found our work was largely done in collaboration with others and often isolating at the same time. Shared work across multiple professional contexts indicates common knowledge or practices could be better explicated in communities of practice for professional preparation and growth as teacher educators.

Authors

• Jennifer L. Snow, Boise State University

• Jennifer Jacobs, University of South Florida

• Clare Kosnick, University of Toronto

• Fernando Naiditch, Montclair State University

• Carrie A. Nepstad, City Colleges of Chicago

• Patricia J. Norman, Trinity University

• Frank Pignatosi, New York University

• Desiree Hood Pointer Mace, Alverno College

• Dirck Roosevelt, Teachers College, Columbia University

• Frances OC Rust, University of Pennsylvania

• Connor Warner, University of Utah

• Diane Yendol-Hoppey, University of North Florida