Embracing and enduring: understanding teacher educator professionalism through tensions and pedagogical equilibrium

This proposal brings together two established conceptual frameworks for understanding teacher educators’ professionalism: tensions of practice (Author) and pedagogical equilibrium (Author). Previously, these frameworks have been derived from, and separately applied to, self-studies of teacher educator practice as a means to recognise, describe and better understand teacher educators’ professional growth. Through bringing these two frameworks together and examining connections between them within an authentic example of practice (Author 2), the authors propose a stronger conceptualisation of teacher educator professionalism that is useful to the self-study community, that can open up the complex, moral, relational, and contextualized nature of teacher educators’ knowledge, along with a more elaborated language to share this knowledge with the broader teacher education community.