Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice
Peer reviewed, Journal article
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Original versionTeaching and Teacher Education. 2020, 88, 102969. 10.1016/j.tate.2019.102969
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).