What does it mean to be a Teacher Educator? Using self-study to understand teacher to teacher educator identity shift during the COVID-19 pandemic
Document Type
Article
Publication Date
8-2023
Abstract
In institutions of teacher education, the conditions for development of a teacher-educator identity are uncertain (Dinkelman, 2011). Pinnegar et al. (2020) argues that as self-study researchers, our identities are ever emergent – always becoming. This self-study of teaching and teacher education practices examines how I, an early career tenure track teacher-educator, learned to better understand my teacher-educator identity in my COVID-19 impacted first year. Using Gee's (2001) descriptions of contextual identities, I describe how my assumptions about how my identity should develop were challenged by the pandemic response. Using self-study helped me to make sense of my pedagogy of teacher education, and finding an affinity group of critical friends was instrumental in helping me to navigate this challenging time. I encourage new tenure track faculty, mentors, and administrators to consider using self-study practices to help make sense of who we are becoming and why in these challenging times.
Recommended Citation
Diacopoulos, M. (2023). What Does It Mean to Be a Teacher-Educator? Using Self-Study to Understand Teacher to Teacher-Educator Identity Shift During the COVID-19 Pandemic. In A. Cameron-Standerford, B. Bergh, & C. Edge (Eds.), Pausing at the Threshold. Equity Press. https://equitypress.org/pausing_at_the_thres/what_does_it_mean_to
