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Abstract
This is the first of two self-studies of my first five years as a teacher educator attempting to prepare preservice teachers for the practical realities of the classroom while being respectful of their personal professional knowledge. I coined the term “relational teacher education” to convey my approach, which is informed by Rogers' (Citation1961) helping relationships and Hollingsworth et al.'s (Citation1993) “relational knowing.” In this paper, I explore my developing self-understanding by examining my experiences as a preservice and classroom teacher, my development as a teacher educator, and my understanding of the educational landscape.