When a cultural disconnect became antagonistic between me and my students of color, I found myself at a crossroads as a White teacher educator: use coercion and force students to follow my directions, or care and base my responses on students' needs. I chose the latter. Findings suggest that this choice benefitted the class and changed how I see…

In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators' journeys of professional becoming. Through this…

In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San…

Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence…

We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the…

This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written…

Teacher educators needing to meet requirements of state licensing bodies and accrediting organizations are in a position similar to that of K-12 teachers: they must adhere to externally imposed standards and curricular requirements while keeping their courses rigorous, interesting, and critical. This article reports results from a self-study…

In this article we present two narratives that have generated pedagogical insights into our identities in becoming researchers. We are concerned with the interaction of the self-as-researcher in a context, over time, with others who also have an expressed commitment to the educational world. Our commitment to better understanding educational…

How does a teacher educator come to engage in self-study research? In this article, the authors seek to answer this question by investigating the personal, professional, and programmatic influences that drew one teacher educator to self-study. The authors used critical friendship to investigate the first author's introduction to self-study, with…

In this article, we engage in collaborative self-study through a critical friendship that is specifically designed to evoke our personal histories in relation to how we approach our practices as teacher educators. In particular, we focus on understanding the conceptual origins of our pedagogies of teacher education and how our identities as…

If the practicum is the most valued element of a teacher education program, how good is each teacher candidate's learning and how well is it supported by the university supervisor? While most self-studies of teacher education practices focus on practices in the university classroom, this article reports an analysis of a supervisor's practices,…

Research on teacher emotion regulation is typically conducted by outsiders and focuses on how emotion is regulated. This self-study was conducted by a practicing teacher to explore the lived experience of teacher emotion regulation and the many influences that inspire the need for such regulation. Throughout a 14-week semester, daily…

Articulating the complexity of teachers' professional knowledge development is complicated but highly desirable. Exploration of dilemmas, which interrupt teaching practice, offers the opportunity to view teachers' professional knowledge in action as interruptions signal the limits of knowledge. Transitioning from science teacher to science teacher…

This article is inspired simultaneously by the metaphor of professional knowledge landscapes and our experiences of the transformative potential of self-study methodology. We argue for the unique potential of self-study research, as a means not only for teacher educators to develop their pedagogy, but also to leave the mark of their experiences on…

This article focuses on what we learned as online teachers about relational contexts in our online courses using a self-study of teacher education practices methodology. Using the curriculum commonplaces of teacher, learner, subject matter, and milieu, we inquired into the design and implementation of our online courses. A responsive audience at…