ERIC Number: EJ1041351
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 43
The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities
Butler, Brandon M.; Burns, Elizabeth; Frierman, Christina; Hawthorne, Katrice; Innes, Alisa; Parrott, James A.
Studying Teacher Education, v10 n3 p255-274 2014
Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators.
Descriptors: Teacher Education, Teacher Education Programs, Program Effectiveness, Teacher Educators, Cooperating Teachers, Teacher Researchers, Professional Identity, Doctoral Programs, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A