As critically reflective teachers, we strive to always be exploring and improving our practices. We have often found ourselves disproportionately focusing on moments of frustration or perceived difficulty in our practices. In this study, we employed collaborative self-study to identify moments of success, and the methods we enacted in those…

Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was…

This research utilised a Maori-centred framework called "Te Ao o Pakirehua" (the world of inquiry) to inquire into teaching practices and involved two indigenous and two non-indigenous Initial Teacher Education (ITE) educators from Aotearoa New Zealand. This approach was founded on a "Te Tiriti" (Treaty) partnership and…

This self-study of teacher education practices explores an emerging teacher educator's development as a supervisor of teacher candidates. The purpose was the development of a rationale for teaching and teacher education that reflected his exploration of a personal understanding of purpose in social studies teaching and teacher education. With the…

This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda's practice helped support inclusion for the students, their families, and the teachers who engage with them. This…

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to…

This article describes a self-study pursuant to a clash between a lecturer and a student concerning the teaching of literature in a politically fraught context. The learning group is composed of Arab and Jewish teachers at a college in northern Israel. The work read by the group expresses a Palestinian perspective. The incident, discussed with…

This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes…

Within contemporary political discourses that narrowly characterize learning in terms of high-stakes standardized examinations, the value of the "social foundations of education" for teachers is increasingly questioned and challenged by those within and outside programs of teacher education. Even more troubling, prospective teachers…

This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and…

In this collaborative self-study, two first-year assistant professors examine their views of teaching and learning from two cultural perspectives. Drawing from multiple data sources, including reflective analyses of teaching, monthly peer-support meetings, and the Students Opinion Information Survey, the study explores the differences in views of…

This paper reports a self-study of three faculty of colour engaged in teaching a special summer session geared to recruiting people of colour to teaching. Given our past experiences in institutions of higher education, we recognised the unique situation and potential of faculty of colour teaching a class made up almost exclusively of students of…

This paper reports my efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn…