Learning about enacting a pedagogy of teacher education through the ‘beloved assignment’

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    This chapter is based on the collaboration between two colleagues, a teacher educator (Rachel) and a critical friend (John). Our collaboration here is driven by a mutual interest in understanding two important aspects of teacher education: the first is in pursuing new insights into what it means to become a teacher educator; the second is to capture, describe and articulate the features of a pedagogy of teacher education that emerge through that process of becoming (Swennen and van der Klink, 2009). Our collaboration began when Rachel presented an initial analysis of some of her experiences as a teacher educator framed around ‘why it is hard to learn to teach’ (Forgasz, 2013). That analysis drew on her ‘beloved assignment’ (Griggs & Muchmore, 2014) based on the challenges her students of teaching faced in learning to teach. Our collaborative self-study has led to an articulation of the learning about teaching teachers afforded by interrogating a beloved assignment and how it impacts understandings of teaching about teaching.
    Original languageEnglish
    Title of host publicationEnacting self-study as methodology for professional inquiry
    EditorsDawn Garbett, Alan Ovens
    Place of PublicationUSA
    PublisherSelf-Study of Teacher Education Practices (S-STEP)
    Number of pages7
    ISBN (Print)9780473358938
    Publication statusPublished - 2016
    EventInternational Conference on Self-Study of Teacher Education Practices 2016 - Herstmonceux Castle, East Sussex, United Kingdom
    Duration: 30 Jul 20164 Aug 2016
    Conference number: 11


    ConferenceInternational Conference on Self-Study of Teacher Education Practices 2016
    Country/TerritoryUnited Kingdom
    CityEast Sussex
    Internet address

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