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Teacher Educator Learning Across the Professional Life Span delves into the evolving journey of teacher educators, exploring how professional learning and identity develop from initial preparation through to leadership and sustained inquiry. This book brings together diverse perspectives and research to illuminate the complexities and opportunities of professional growth across a teacher educator’s career.
Organised around key contexts, including initial teacher preparation, induction, leadership, and ongoing inquiry, the book foregrounds equity-centred teacher education and the vital role of communities of practice and school-university partnerships. Contributors critically examine how teacher educators learn, adapt, and lead within changing sociocultural and policy landscapes, offering fresh insights into the knowledge, skills, and reflective practices that shape the profession.
Drawing on a range of methodologies and lived experiences, this collection not only advances scholarship in teacher education but also provides practical guidance and reflective questions for readers. It is an essential resource for anyone committed to fostering meaningful professional learning and advancing equity in teacher education across the professional life span.
Jennifer L. Snow is a Professor in the Teaching, Learning, and Community Engagement Department in the College of Education at Boise State University.
Jennifer Jacobs is an Associate Professor in the Department of Teaching and Learning, Department Chair, and Director of the Office of Clinical Education at the University of South Florida College of Education.
Chapter 1. Introduction: Teacher Educator Professional Learning as a Site for Inquiry; Jennifer L. Snow and Jennifer Jacobs
Section 1. Professional Identity Development
Chapter 2. Embracing the Complex Tapestry of Professional Learning: A Narrative Inquiry through a Doctoral Foundational Course; Raven Robinson-Wilson, Shaundricka Medlock, Daria Poliakova, and Katie Miller
Chapter 3. More than Rolling with the Punches: Investigating Change for Relevancy; Amy Corps
Chapter 4. From Teacher to Teacher Educator: A Journey in Friendship and Conversation; Kristy A. Brugar and Erin A. Bronstein
Chapter 5. Reconciling Teaching and Teacher Education Metaphors: Realizing an Instructional Centering; Jason Hendryx
Chapter 6. Using Autoethnography to Create Self-Reflective Teachers; S. Luke Anderson
Chapter 7. Who we are in the classroom: Navigating emotions and positionality of two novice teacher educators in a multicultural education course; Mariah Pol and Kyle P. O’Brien
Section 2. Professional Learning through Scholarship in Practice
Chapter 8. Longitudinal Development of Science Teacher Educators’ Sense-Making Skills; Crystal Bruxvoort and Joanne Olson
Chapter 9. Transforming Teacher Educators’ Beliefs in Recruiting and Retaining Future Teachers of Color; Joy Myers, Bryan Zugelder, Oris Griffen, and LL Richards
Chapter 10. Mentor Teacher Professional Learning: Promising Practices, Activities, and Structures within Teacher Residency Programs; Emily Davis, Elizabeth Hearn, Krystian Palmero, Kelly Riling, and Aja Simpson Zulfiqar
Chapter 11. Synergy within Teacher Education: Connecting Theory and Practice through “Mentoree” Moments; Katherine Batchelor and Kelli Rushek
Chapter 12. Growing as Equity-Centered Teacher Educators using Drama-Based Pedagogy: A Community of Practice; Emma S. Thacker, Joshua Rashon Streeter, Kara M. Kavanagh, and Aaron Bodle
Section 3. Professional Learning focused on Practicing Teacher Development
Chapter 13. Mentoring Beyond the Degree: Equipping the Meaning-Makers; Angelo J. Letizia
Chapter 14. Moving through Discomfort: Communities of Practice Supporting Early Career Teacher Educators’ Culturally Responsive Practice; Paula Jakopovic, Kristina Stamatis, and Jennifer Lemke
Chapter 15. Teaching is Learning: Reflections on teacher education; Ric Campbell, Victoria Gilbert, and Jamie MacNeille
Chapter 16. A Three-pronged Approach to Teacher Educator Learning: Toward Understanding Teacher Leadership; Ayanna D. Perry and Rosiane Lesperance-Goss
Chapter 17. Conclusion: Teacher Educator Professional Learning across a Continuum; Jennifer L. Snow and Jennifer Jacobs