The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education

ABSTRACT

There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice teacher educators learned 5 years after enrolment in a doctoral course, and how this learning shaped their teacher education practice over time. The analysis illuminates conceptual and practical tools as well as unanticipated learning that were salient for novice teacher educators’ learning and practice.

KEYWORDS:

• Teacher educator development
• pedagogy of teacher education
• preparation of teacher educators
• justice-oriented teacher education

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by DePaul University [310653].

Notes on contributors

Hilary Gehlbach Conklin

Hilary G. Conklin is a professor in the Department of Teacher Education at DePaul University in Chicago, IL. Her research explores the design of teacher preparation experiences, the impact of these experiences on teachers’ practices and their students’ learning, and youth learning from civic education.