Teacher Educator Identity Development of the Nontraditional Teacher Educator

Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry

“…We also used the comment and reply feature in the interactive journal space to begin to raise themes we noticed regarding how issues related to class, race, gender, religion, heteronormativity—and the intertwining of these—all were important dimensions of our identities that interfaced with our perceived legitimacy, our pedagogical decision making, and the ways in which we presented and shared ourselves and our stories in professional settings. Drawing also upon a review of the self‐study literature that identified three major facets that shape teacher educator identity, we considered how our personal and professional biographies, our contexts, and our personal pedagogies of teacher education (Newberry, ; Williams, Ritter, & Bullock, ) shape our professional and social identities as teacher educators. We used these dimensions from the literature as well as the themes we identified in our interactive journal space to more deeply explore our responses to the two prompts in our narratives and our journaling, ultimately grouping themes related to the intertwining of our social and professional identities and our pedagogies, and the impact of multiple contexts on our identities and pedagogies, which we explore below.…”

“…Through sharing our self‐exploration, conversations, and analysis, it is our hope that this article moves beyond interesting stories about teacher educator identities, and shines light on possibilities for important new lines of inquiry in ELTE pedagogy and scholarship. Future work in ELTE could contribute to a deeper understanding of teacher educator identity and pedagogy through the analytic frame provided by Williams and colleagues () and by Newberry (), illuminating teacher educators' personal and professional biographies, their contexts, and their pedagogies of teacher education.…”

Learning from Experiences of Non-Personhood: A Self-Study of Teacher Educator Identities

“…In addition, their connection to the university and all that connection signifies result in public school teachers denying teacher educators' status and knowledge as teachers. Moreover, teacher educators are engaged in formal programs that prepare students to become teachers, yet many that teach may not have participated in teacher preparation programs (see Newberry, 2014;Rice, 2011a) and seldom if ever, have received any formal education for their role as teacher educators. Thus teacher educator professional identity emerges in the context of academia as teacher educators are doing teacher education and being teacher educators (see Rice, 2011b).…”

Das berufliche Selbstverständnis von Multiplikator*innen für den Mathematikunterricht an Grundschulen

“…Bis lang ist nur wenig darüber bekannt, wie Multiplikator*innen ihre verschiedenen Funktionen und die möglicherweise damit verbundenen Perspektivwechsel wahrnehmen und ausfüllen. Fallstudien oder Selbstberichte über den Perspektivwechsel von Lehrer*innen oder Wissenschaft ler*innen hin zu Lehrerausbildner*innen an einer Hochschule ("teacher educator") zeigen, dass dieser in unterschiedlicher Weise vollzogen wird (exemplarisch: Bollough, 2005;Newberry, 2014;White, 2014). Weitaus weniger erforscht ist die Doppelrolle von Multiplikator*innen ("facilitator"), die einerseits Kolleg*innen sind, also vormittags Lehrer*innen, und andererseits nachmittags Fortbildner*innen.…”