What Does the Reflecting Vignette Reveal About Teacher Educator Knowledge?

Abstract

The strands of teacher educator knowledge are explained using an analytic narrative vignette to represent data collected while evaluating the experience of teaching an online course for preservice teachers in the spring of 2020. Because of the worldwide COVID-19 pandemic, it was my first time moving this particular course from in-person to an online format, and there was much to evaluate and wonder about. The Reflecting Vignette represents the data gathered after teaching, including debriefing meetings that occurred with my co-instructor immediately following a class session, as well as final reflections engaged in after the course was completed. For example, in the vignette, I critique some of my decisions, such as rushing through the directions, but also allow myself a measure of grace, where I am able to be patient with glitches or my own shortcomings with technology. In such narrative description, the strands were revealed. At this point in data collection and analysis, the strands were solidified and robust, with analysis occurring in the work of reflection and in unpacking the vignette. This is made clear in the explanation that follows the vignette. After the analysis of the vignette, I explain the insights that emerged from examining the strands during the reflecting and evaluating stage and how the strands were revealed in both explicit and implicit ways.

Citation

Lay, C.D. (2024), "What Does the Reflecting Vignette Reveal About Teacher Educator Knowledge?", Exploring Teacher Educator Knowledge (Advances in Research on Teaching, Vol. 48), Emerald Publishing Limited, Leeds, pp. 91-101. https://doi.org/10.1108/S1479-368720240000048007