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What Are the Implications of Studies of Teacher Educator Knowledge for Teacher Education?

Exploring Teacher Educator Knowledge

ISBN: 978-1-83549-883-5, eISBN: 978-1-83549-882-8

Publication date: 1 November 2024

Abstract

Rather than a stance of knowledge for teachers (Clandinin, 2000), the strands of teacher educator knowledge are rooted in an orientation of what teacher educators know and are well positioned to contribute to the research conversation in teacher education. The strands of teacher educator knowledge are interconnected and can help guide teacher educators' practice in curriculum planning and decision-making. In this study, I found that all the strands informed each other and were tightly related; therefore, it would be helpful to understand the interplay between different aspects of teacher educator knowledge, which are more fundamental, and what other strands would emerge. Since my understanding of these strands of teacher educator knowledge was situated my own complex, tacit, moral and relational context, it would also be beneficial for other teacher educators to identify and express their own teacher educator knowledge, so that other possibilities and perspectives on teacher educator knowledge could be conceptualized and deeper, more nuanced definitions expressed. This chapter examines guiding ideas for future research and potential sites for future research into teacher educator knowledge. Implications for practitioners are also explored. As this study made clear, it could be helpful if teacher educators attended to the ethical concerns they hold for their students, themselves, and their colleagues in their practice. Such concerns are made visible when teacher educators consider their own knowledge in the various sites mentioned that can reveal tacit knowledge.

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Citation

Lay, C.D. (2024), "What Are the Implications of Studies of Teacher Educator Knowledge for Teacher Education?", Exploring Teacher Educator Knowledge (Advances in Research on Teaching, Vol. 48), Emerald Publishing Limited, Leeds, pp. 123-127. https://doi.org/10.1108/S1479-368720240000048010

Publisher

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Emerald Publishing Limited

Copyright © 2025 Celina Dulude Lay. Published under exclusive licence by Emerald Publishing Limited