Examining Teacher Educator Practice and Identity through Core Reflection

Abstract

This article reports a self-study that used a model of core reflection to examine the identity and practices of two teacher educators. Core reflection is a process by which teachers reflect on their practice, incorporating an examination of personal beliefs, mission and identity. During three sessions of core reflection we examined the experiences of one of the participants in relation to her teaching ideals, perceived difficulties or obstacles to achieving these ideals, and sense of self as a teacher educator. We concluded that the use of core reflection was valuable in supporting collegial and reflective conversions in a trusting environment. The process also helped us to identify the importance of qualities such as confidence and authenticity and to recognise how acknowledgement of such qualities can help teacher educators to understand their practice and identities more deeply.

Keywords:

• teacher education
• core reflection
• self-study
• authenticity
• identity