How Can We Frame an Inquiry Into Teacher Educator Knowledge?

Abstract

Given the competing contexts of teacher education (universities, school placements, online programs, diversity placements, etc.), it is important to uncover what teacher educator knowledge concerning curriculum development emerges in design, implementation, and instruction. The intimate and particular nature of self-study of teacher education practice as a method of inquiry was chosen for its potential ability to add to what we know about teacher educators themselves. In particular, during the transition from in-person to online teaching contexts, teacher educator knowledge is potentially revealed. Because transitions are an important time to uncover tacit and embodied understanding, this self-study of teacher education practice (S-STEP) was framed as an inquiry into what teacher educator knowledge is carried forward or changed during a time of shifting teaching context such as creating and enacting online teaching, developing a course, program evaluation, etc. To understand the puzzle guiding this research and the framework developed for study, the chapters of the book are then briefly outlined.

Citation

Lay, C.D. (2024), "How Can We Frame an Inquiry Into Teacher Educator Knowledge?", Exploring Teacher Educator Knowledge (Advances in Research on Teaching, Vol. 48), Emerald Publishing Limited, Leeds, pp. 1-12. https://doi.org/10.1108/S1479-368720240000048001