Making the Invisible Visible: Identifying Shared Functions that Enable the Complex Work of University-based Teacher Educators

References

• Allison, V. A., & Ramirez, L. A. (2020). Role of self-study in navigating teacher educator administrators’ responsibilities. In J. Kitchen, A. Berry, S. M. Bullock, A. Crowe, M. Taylor, H. Guojonsdottir et al. (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1199-1223). Springer.
   Google Scholar
• Beijarrd, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Ben-Peretz, M., Kleeman, S., Reichenberg, R., & Shimoni, S. (2011). Educators of educators: Their goals, perceptions and practices. In T. Bales, A. Swennen, & K. Jones (Eds.), The professional development of teacher educators (pp. 119–137). Springer.
   Google Scholar
• Bullough, R. V., & Draper, R. (2004). Making sense of a failed triad: Mentors, university supervisors and positioning theory. Journal of Teacher Education, 55(5), 407–420. https://doi.org/10.1177/0022487104269804
   Web of Science ®Google Scholar
• Bullough, R. V., & Pinnegar, S. (2007). Thinking about self-study: An analysis of eight chapters. In J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), The international handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 313–342). Kluwer Academic.
   Google Scholar
• Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2020). A framework for naming the scope and nature of teacher candidate supervision in clinically-based teacher preparation: Tasks, high-leverage practices, and pedagogical routines of practice. The Teacher Educator, 55(2), 214–238. https://doi.org/10.1080/08878730.2019.1682091
   Google Scholar
• Butler, B. M., Burns, E., Frierman, C., Hawthorne, K., Innes, A., & Parrott, J. A. (2014). The impact of a pedagogy of teacher education seminar on educator and future teacher educator identities. Studying Teacher Education, 10(3), 255–274. https://doi.org/10.1080/17425964.2014.956716
   Google Scholar
• Butler, B. M., & Diacopoulos, M. M. (2016). Re/learning student teaching supervision: A co/autoethnographic self-study. Studying Teacher Education, 12(2), 117–134. https://doi.org/10.1080/17425964.2016.1192034
   Web of Science ®Google Scholar
• Butler, B. M., & Yendol-Hoppey, D. (2020). Tensions of learning on the job: A self-study of teacher education leadership. In C. Edge, A. Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-study for envisioning new ways of knowing (pp. 727–737). Equity Press.
   Google Scholar
• Butler, B. M., & Yendol-Hoppey, D. (2023). Trials and tribulations of transitioning into leadership: A self-study of teacher education leadership. In A. Cameron-Standerford, B. Bergh, & C. Edge (Eds.), Pausing at the threshold: Opportunity through, with, and for self-study of teacher education practices. Equity Press.
   Google Scholar
• Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28. https://doi.org/10.1016/S0742-051X(02)00091-4
   Web of Science ®Google Scholar
• Cochran-Smith, M., Ell, F., Ludlow, L., Grundoff, L., & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1–38. https://doi.org/10.1177/016146811411600407
   PubMed Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance. Practitioner research for the next generation. Teachers College Press.
   Google Scholar
• Conklin, H. G. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37(4), 317–333. https://doi.org/10.1080/01626620.2015.1078753
   Google Scholar
• Davey, R. (2013). The professional identity of teacher educators. Career on the cusp? Routledge.
   Google Scholar
• Davis, B., & Sumara, D. (2008). Engaging minds: Changing teaching in complex times (2nd) ed.). Routledge.
   Google Scholar
• Dewey, J. (1938). Experience and education. Colliers.
   Google Scholar
• Ellis, V., Glackin, G., Heighes, D., Norman, M., Nicol, S., Norris, K., Spencer, I., & McNicholl, J. (2013). A difficult realization: The proletarianisation of higher education-based teacher educators. Journal of Education for Teaching: International Research and Pedagogy, 39(3), 266–280. https://doi.org/10.1080/02607476.2013.799845
   Web of Science ®Google Scholar
• Engestrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge University Press.
   Google Scholar
• Equity Literacy Institute, an EdChange Initiative. (2021). Retrieved 5 October 2023 from https://www.equityliteracy.org/
   Google Scholar
• Erickson, L. B., Young, J. R., & Pinnegar, S. (2011). Teacher educator identity: Emerging understandings of person, positioning, roles, and collaboration. Studying Teacher Education, 7(2), 105–107. doi:10.1080/17425964.2011.591123.
   Google Scholar
• European Commission, Directorate-General for Education, Youth, Sport and Culture. (2017). Preparing teachers for diversity: The role of initial teacher education final report, Publications Office. https://data.europa.eu/doi/10.2766/637002
   Google Scholar
• Flores, M. A. (2018). Editorial. Tensions and possibilities in teacher educators’ roles and professional development. European Journal of Teacher Education, 41(1), 1–3. https://doi.org/10.1080/02619768.2018.1402984
   Web of Science ®Google Scholar
• Gee, J. P. (2000–2001). Identity as an analytic lens for research in education. In W. G. Sacada (Ed.), Review of research in education 25 (pp. 99–125). American Educational Research Association.
   Google Scholar
• Goodwin, A. L., & Darity, K. (2019). Social justice teacher educators: What kind of knowing is needed? Journal of Education for Teaching, 45(1), 63–81. https://doi.org/10.1080/02607476.2019.1550606
   Web of Science ®Google Scholar
• Goodwin, L. A., & Kosnik, C. (2013). Quality teacher educators=quality teachers? Conceptualizing essential knowledge domains for those who teach teachers. Teacher Development, 17(3), 334–346. doi:10.1080/13664530.2013.813766.
   Google Scholar
• Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302. https://doi.org/10.1177/0022487114535266
   Web of Science ®Google Scholar
• Grobgeld, E., Teichman-Weinberg, A., Wasserman, E., & Barchilon Ben-Av, M. (2016). Role perception among faculty members at teacher education colleges. Australian Journal of Teacher Education, 41(5), 78–98. https://doi.org/10.14221/ajte.2016v41n5.6.
   Web of Science ®Google Scholar
• Grossman, P. (Ed.). (2018). Teaching core practices in teacher education. Harvard Education Press.
   Google Scholar
• Hamilton, M. L. (2009). The Somehow of Teaching: Small groups, collaboration, self-study of teacher education practices. In C. J. Craig & L. F. Deretchin (Eds.), Teacher learning in small-groups. Teacher Education Yearbook XVII (pp. 207–282). Rowman & Littlefield.
   Google Scholar
• Harré, R., & van Langenhove, L. (1998). Positioning theory: Moral contexts of international action. Wiley-Blackwell.
   Google Scholar
• Henning, J. E., Gut, D. M., & Beam, P. C. (2018). Building mentoring capacity in teacher education: A guide to clinically-based practice. Routledge.
   Google Scholar
• Henricksen, D., Gretter, S., & Richardson, C. (2020). Design thinking and the practicing teacher: Addressing problems of practice in teacher education. Teaching Education, 31(2), 209–229. doi:10.1080/10476210.2018.1531841.
   Web of Science ®Google Scholar
• Hollins, E. R. (2015). Rethinking field experiences in preservice teacher preparation: Meeting new challenges for accountability. Routledge.
   Google Scholar
• Hollins, E. R., & Warner, C. K. (2021). Rethinking teacher preparation and program design. Routledge.
   Google Scholar
• Jacobs, J., Yendol-Hoppey, D., & Dana, N. F. (2015). Preparing the next generation of teacher educators: The role of practitioner inquiry. Action in Teacher Education, 37(4), 373–396. https://doi.org/10.1080/01626620.2015.1078758
   Google Scholar
• Kirby, S. N., McCombs, J. S., Barney, H., & Naftel, S. (2006). Reforming teacher education: Something old, something new. Rand Corporation.
   Google Scholar
• Laverty, M. J. (2016). Thinking my way back to you: John Dewey on the communication and formation of concepts. Educational Philosophy and Theory, 4(10), 1029–1045. doi:10.1080/00131857.2016.1185001.
   Google Scholar
• Lieberman, A., & Miller, L. (2008). Teachers in professional learning communities: Improving teaching and learning. Teachers College Press.
   Google Scholar
• Liu, K., & Ball, A. F. (2019). Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners. Review of Research in Education, 43 (1), 68–105. doi:10.3102/0091732X18822806.
   Web of Science ®Google Scholar
• Lortie, D. C. (1975). Schoolteacher; a sociological study. University of Chicago Press.
   Google Scholar
• Loughran, J. (1997). An introduction to purpose, passion and pedagogy. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion, and pedagogy in teacher education (pp. 3–9). Falmer Press.
   Google Scholar
• Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1(1), 5–16. https://doi.org/10.1080/17425960500039777
   Google Scholar
• Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. https://doi.org/10.1177/0022487114533386
   Web of Science ®Google Scholar
• Loughran, J. J. (2007). Learning through self-study: The influence of purpose, participants and context. In JJ. Loughran, ML. Hamilton, VK. LaBoskey, TL. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 151–192). Springer.
   Google Scholar
• Loughran, J. J., & Allen, M. (2014). Learning to be coached: How a dean learnt with a critical friend. In D. Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research (pp. 139–141). Auckland University Press.
   Google Scholar
• Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. L. (Eds.) (2004). International handbook of self-study of teaching and teacher education practices. Kluwer Academic.
   Google Scholar
• Loughran, J., & Russell, T. (1997). Teaching about teaching: Purpose, passion, and pedagogy in teacher education. Falmer Press.
   Google Scholar
• Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74(2), 150–171. doi:10.1080/00221546.2003.11777194.
   Web of Science ®Google Scholar
• Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Professional roles, behavior and development of teacher educators. Sense.
   Google Scholar
• Maguire, M. (1994). The job of educating teachers [ Unpublished doctoral dissertation]. University of London.
   Google Scholar
• Meng-Jun, P., & Ya-Ting, H. (2020). Jean Murray, Anja Swennen, Clare Kosnik: International research, policy and practice in teacher education. Higher Education, 79(6), 1139–1141. https://doi.org/10.1007/s10734-019-00454-9
   Web of Science ®Google Scholar
• Moody, S., Hu, X., Kuo, L.-J., Jouhar, M., Xu, Z., & Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences, 8(4), 180. https://doi.org/10.3390/educsci8040180
   Web of Science ®Google Scholar
• Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125–142. https://doi.org/10.1016/j.tate.2004.12.006
   Web of Science ®Google Scholar
• Norton, P., & Hathaway, D. (2015). In search of a teacher education curriculum: Appropriating a design lens to solve problems of practice. Educational Technology, 55(6), 3–14. https://www.jstor.org/stable/44430419
   Google Scholar
• OECD. (2014). The OECD teaching and learning international survey (TALIS) - 2013 results. http://www.oecd.org/education/school/talis-2013-results.htm
   Google Scholar
• Olan, E. L., & Edge, C. (2019). Collaborative meaning-making and dialogic interactions in critical friends as co-authors. Studying Teacher Education, 15(1), 31–43. https://doi.org/10.1080/17425964.2019.1580011
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies. Teaching and learning for justice in a changing world. Teachers College Press.
   Google Scholar
• Petroelje-Stolle, E. P., Frambaugh-Kritzer, C., Freese, A., & Persson, A. (2019). Investigating critical friendship: Peeling back the layers. Studying Teacher Education, 15(1), 19–30. doi:10.1080/17425964.2019.1580010.
   Web of Science ®Google Scholar
• Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 75, 93–104. https://doi.org/10.1016/j.tate.2018.06.003
   Web of Science ®Google Scholar
• Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. Springer.
   Google Scholar
• Pinnegar, S., & Murphy, M. S. (2011). Teacher educator identity emerging through positioning self and others. Studying Teacher Education, 7(2), 155–158. https://doi.org/10.1080/17425964.2011.591149
   Google Scholar
• Ramirez, L. A., & Allison, V. A. (2016). Thriving vs. surviving: Our journey to align our teacher education selves in contexts of leadership. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry. Proceedings of the 11th international conference on the self-study of teacher education practices (pp. 207–212). Herstmonceux Castle/Auckland: University of Auckland.
   Google Scholar
• Rust, F. (2018). Wrestling with complexity: The work of teacher educators in uncertain times. In K. Smith (Ed.), Norsk Og Internasjonal Lærerutdannings-Forskning (pp. 47–62). Bergen Vigmostad & Bjorke.
   Google Scholar
• Rust, F. O. C. (2010). Shaping new models for teacher education. Teacher Education Quarterly, 37(1), 1–14. http://www.jstor.org/stable/23479586
   Google Scholar
• Ryan, K. (1986). Lives of first year teachers. Paper presented at the Annual Meeting of the American Association of Teacher Educators, Washington, DC.
   Google Scholar
• Schon, D. (1983). The reflective practitioner. How professionals think in action. Routledge.
   Google Scholar
• Senese, J. (2002). Opposites attract: What I learned being a classroom teacher by being a teacher educator. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 43–55). Routledge Falmer.
   Google Scholar
• Snow, J. L., & Martin, S. M. (2014). Confessions of practice: Multidimensional interweavings of our work as teacher educators. The New Educator, 10(4), 331–353. doi:10.1080/1574688X.2014.965108.
   Google Scholar
• Snow, J. L., Wenner, J., Dismuke, S., & Hicks, S. (2019). Facing practice: Teacher educator inquiry for development across the professional lifespan. In D. Yendol-Hoppey, N. Fichtman-Dana, & D. Hoppey (Eds.), Preparing the next generation of teacher educators for clinically-intensive teacher preparation (pp. 249–271). Information Age Publishing.
   Google Scholar
• Stillman, J., & Beltramo, J. L. (2019). Exploring Freirean culture circles and Boalian theatre as pedagogies for preparing asset-oriented teacher educators. Teachers College Record, 121(6), 1–38. https://doi.org/10.1177/016146811912100608
   PubMed Web of Science ®Google Scholar
• Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019, April). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27, 35. https://doi.org/10.14507/epaa.27.3696
   Web of Science ®Google Scholar
• Tack, H., & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British Journal of Educational Studies, 62(3), 297–315. https://doi.org/10.1080/00071005.2014.957639
   Web of Science ®Google Scholar
• Vanassche, E. (2014). ReConstructing teacher educators’ professionalism. Biography, work-pace, and pedagogy. University of Leuven.
   Google Scholar
• Vanassche, E., & Kelchtermans, G. (2014). Teacher educators’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117–127. doi:10.1016/j.tate.2014.08.006.
   Web of Science ®Google Scholar
• Vanassche, E., Rust, F., Conway, P., Smith, K., Tack, H., & Vanderlinde, R. (2015). InFo-TED: Bringing policy, research, and practice together around teacher educator development. In C. Craig & L. Orland-Barak (Eds.), International teacher education: Promising pedagogies (pp. 341–364). Emerald.
   Google Scholar
• Vanderlinde, R., Smith, K., Murray, J., & Lunenberg, M. (2021). Teacher educators and their professional development: Learning from the past, looking to the future. Routledge.
   Google Scholar
• Vygotsky, L. (1986). Thought and language, revised. MIT Press.
   Google Scholar
• Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
   Google Scholar
• Wilson, T. D. (2006). A re-examination of information seeking behaviour in the context of activity theory. Information Research, 11(4). Retrieved from: http://informationr.net/ir/11-4/paper260.html
   Web of Science ®Google Scholar
• Yang, K. L., Hsu, H. Y., Lin, F. L., Chen, J. C., & Cheng, Y. H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 1939. https://doi.org/10.1007/s10649-014-9589-4
   Web of Science ®Google Scholar
• Yendol-Hoppey, D., Fichtman-Dana, N., & Hoppey, D. (2019). Concluding Thoughts: Looking across the Chapters. In D. Yendol-Hoppey, N. Fichtman-Dana, & D. Hoppey (Eds.), Preparing the next generation of teacher educators (pp. 205–301). Information Age Publishing.
   Google Scholar
• Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 48(2), 495–522. https://doi.org/10.3102/0002831208316200
   Google Scholar
• Yuan, R. (2015). Learning to become teacher educators: Testimonies of three PhD students in China. Australian Journal of Teacher Education, 40(1), 94–116. doi:10.14221/ajte.2015v40n1.6.
   Web of Science ®Google Scholar