This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…

This collaborative self-study examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The authors formed a critical friendship in Fall 2010, initiated by participation in a teacher educator community of practice that encouraged collaboration. With limited experience in…

As beginning teacher educators we aimed to examine our pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. We employed self-study research methodologies to explore our literacy practices and developing pedagogies of teacher education, the similarities and differences in…

This study examines how my practice changed over three semesters as a beginning teacher educator. Teaching the undergraduate course, "Diversity in Elementary Education", I worked to uphold and maintain my democratic ideals while more fully accounting for the larger context of authoritarian teaching to which my students were accustomed. The…

This article reports a self-study that analyzes my developing pedagogy as a beginning teacher educator and supervisor of practicum field placements. The data consist of my journal entries describing experiences teaching and supervising a group of teacher candidates both at the university and in their host schools. Qualitative techniques of content…

This self-study explores the instruction of a novice teacher by an expert mentor teacher, while applying the strategy of asking questions instead of the more common pattern of giving advice and guidance in the form of telling. The study examines the educational potential embedded in the question-asking strategy as a key mentoring resource when…

Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle…

This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography,…

Experience is fundamental in identity development. In research, concepts and issues around identity are shaped and confronted in moments of reflection. The act of reflection requires a backward attention to engender a present understanding and create future possibilities. Kim and Greene, and Young and Erickson capture this temporal aspect of…

This article reports a collaborative, participatory self-study designed to examine the practices and experiences of a teacher educator (Janice) and her students with the support of critical dialogue partners (Cynthia and Feda). We explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and…

This article examines the findings of a research program that investigated primary school mathematics teaching by graduates of the teacher education program at the University of Technology Sydney. The research comprised two distinct studies, one examining the experiences of student teachers in our teacher education program and the other…

In their longitudinal study, Kosnik, Beck, Cleovoulou and Fletcher accompanied a group of 22 beginning teachers along the critical period of their first three years in the profession. While the overall tone of this inside-the-classroom-door-study is positive and even optimistic, the findings point to seven key areas where the authors concluded…

In this commentary, the author focuses on both the learning he is seeing in the longitudinal studies described in this issue of "Studying Teacher Education," and the evidence of "educational influences in students' learning" that he believes could be enhanced in producing co-created living theories with teacher educators, students, and pupils as…

Evidence suggests that teachers' visions of their ideal teaching may account for some differences in their development and effectiveness. In this study, we investigate the visions of teachers with differing trajectories of change in their practice. The paper describes trends in teachers' visions in the pre-service and in-service years across one…

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…