Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/2828438Utgivelsesdato
2021Metadata
Vis full innførselSamlinger
- Artikler / Articles [2092]
- Publikasjoner fra Cristin [1080]
Originalversjon
Teaching and Teacher Education. 2021, 101, Artikkel 103318. 10.1016/j.tate.2021.103318Sammendrag
The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators.
Beskrivelse
This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).