What Are the Strands of Teacher Educator Knowledge Embedded Across the Vignettes?

Abstract

This chapter presents an explicit description of each strand of teacher educator knowledge and considers how the context represented in an analytic narrative vignette provided constraints and affordances in terms of my ability as a self-study of teacher education practice to reveal what I came to understand about teacher educator knowledge. I explored individually the seven strands of teacher educator knowledge, which are Content Knowledge, Fixed and Flexible Elements, Knowledge of Milieu, Pedagogical Intent, Preservice Teacher Knowledge and Belief, Value and Fragility of Relationships, and Theory. The discussion is guided by the holistic initial research question, “What does my transition to online teaching reveal about my teacher educator knowledge?” To communicate these strands of teacher educator knowledge in my transition to teaching online, I first defined the strand generally, showed how it operates in terms of planning, teaching and reflecting, and ended with an explanation of how this knowledge informed my identity and commitments as a teacher educator. As a narrative self-study of practice focused on the goals of personal improvement as well as to inform the larger research community, in this discussion, I focus on the learning that emerged during the shifts to teaching online. I have avoided as much as possible making claims about what I uncovered as representing the entirety of teacher educator knowledge.

Citation

Lay, C.D. (2024), "What Are the Strands of Teacher Educator Knowledge Embedded Across the Vignettes?", Exploring Teacher Educator Knowledge (Advances in Research on Teaching, Vol. 48), Emerald Publishing Limited, Leeds, pp. 103-112. https://doi.org/10.1108/S1479-368720240000048008