Professional learning from the process of co-editing journeys of becoming

Judith Joy Williams, Mike Hayler

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

In recent years there has been increasing research on the professional learning and identity development of teacher educators. This includes research examining transition from teacher to teacher educator (Mayer, Mitchell, Santoro & White, 2011; Williams, Ritter & Bullock, 2012); development of a pedagogy of teacher education (Brubaker, 2012; Jones, 2015), working in different cultural contexts (Hu & Smith, 2011); and the impact of gender and race (McNeil, 2011; Skerrett, 2008). In this self-study, we look at identity, learning and professional development through a less-commonly researched aspect of teacher education work, by exploring the implications of the academic administrative work of co-editing a collection of chapters for a book on teacher educators’ identity.
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)
Pages147-153
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
https://www.castleconference.com/

Conference

ConferenceInternational Conference on Self-Study of Teacher Education Practices 2016
CountryUnited Kingdom
CityEast Sussex
Period30/07/164/08/16
Internet address

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