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ERIC Number: EJ814755
Record Type: Journal
Publication Date: 2006-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1742-5964
From Teacher to Teacher Educator: Reframing Knowledge in Practice
Dinkelman, Todd; Margolis, Jason; Sikkenga, Karl
Studying Teacher Education, v2 n2 p119-136 Nov 2006
This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in their decision-making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. Our initial paper described the theoretical framework, methodology, and two categories of findings--institutional context and shifting role identification. This paper builds on those insights by addressing the frames of understanding and knowledge employed in this transition, and how these frames informed the decisions made in the arena of teacher education practice. We also explore the implications of these findings by discussing the need for support as educators make the transition from teacher to teacher educator.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A