A collaborative retrospective analysis of becoming teacher educators

TitleA collaborative retrospective analysis of becoming teacher educators
Publication TypeJournal Article
Year of Publication2014
AuthorsRamirez, LA, Allison-Roan, VA
Refereed DesignationRefereed
JournalEducational Journal of Living Theories
Start Page39
Date Published06/2014
Type of Articlenarrative inquiry

This self-study describes two junior teacher educators’ retrospective analysis of stories they told themselves and others during the first years of their practice. Using the tools of narrative analysis and a Living Theory framework, we engaged in a re-analysis of our reflective journals and our students’ anonymous feedback in order to interrogate our current concepts of self and practice in relationship to those we espoused as we entered the academy. Our re-analysis showed our early perceptions have shifted, informed by our growing understanding of our roles and contexts. Reconsidering early student feedback illuminated consistencies and contradictions between the stories we told ourselves and our students’ perceptions. This study has significance for novice teacher educators and others who find themselves in new academic positions. Reanalysis and reflection of this nature can increase teacher educator efficacy. Furthermore, this study emphasizes the importance of collaboration and the value of self-study as tools for the development of emerging teacher educator-researchers.

Short TitleBecoming teacher educators
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