An emerging body of self-study of teacher education practices research considers whether classroom teaching experience and doctoral study constitute sufficient preparation for engaging in the work of teacher education. As new academics who explored this issue as graduate students, we turned to one another in this collaborative self-study to…

This article reports on the affective challenges I experienced while attempting to develop a pedagogy of teacher education during my first three years in teacher preparation. Data were collected systematically over the course of the study in the form of written interpretive accounts of my experiences. Analysis of these accounts revealed how…

Drawing on my experiences as a former classroom teacher making the transition to teacher education, this study examines how my vision of teacher education developed over the course of my first three years as a graduate teaching assistant in a social studies education program in the United States. A qualitative self-study methodology was used to…

This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the…