Developing as a teacher educator: Using self-study of teacher education practices as a pedagogy for professional development: A rhizomatic consideration

Abstract

Professional development of teacher educators is deemed important for both teacher education and the educational system as a whole, emerging as a hallmark for what it means to become and learn as a teacher educator. This doctoral thesis aims to add to research on processes of teacher educator professional development. Particularly, the purpose is to investigate my teacher education teaching and research practice. That is, I consider the processes of a beginning teacher educator’s practices, experiences, contexts and knowledge construction. The following research question evolved from the research process, “How does a teacher educator negotiate his teaching and research practice as he develops professionally?”

Paper I: Hordvik, M., MacPhail, A., & Ronglan, L. T. (2017a). Teaching and learning Sport Education: A self-study exploring the experiences of a teacher educator and pre-service teachers. Journal of Teaching in Physical Education, 36(2), 232-243.

Paper II: Hordvik, M., MacPhail, A., & Ronglan, L. T. (2017b). Learning to teach Sport Education: Investigating a pre-service teacher’s knowledge development. Sport, Education and Society. doi:10.1080/13573322.2017.1322948

Paper III: Hordvik, M., MacPhail, A., & Ronglan, L. T. (Under review, submitted December 13, 2017). Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice. Journal of Teacher Education.

Paper IV: Hordvik, M., MacPhail, A., & Ronglan, L. T. (Under review, submitted January 3, 2018). Encountering the reality of teaching Sport Education: The experiences of pre-service teachers while on school placement. Physical Education and Sport Pedagogy.

Paper V: Hordvik, M., MacPhail, A., Tannehill, D., & Ronglan, L. T. (Accepted, September 4, 2017). Decentering the ‘self’ in self-study of professional practices: A working assemblage. In K. Strom, T. Mills, & A. Ovens (Eds.), Decentering the researcher-subject in intimate scholarship: Complex, materialist, and posthuman methodological perspectives: Emerald Books.