Teacher educator knowledge in curriculum development is situated in a space that is tacit and embodied. It is important to recognize that within the realm of teacher education (as opposed to K-12 classrooms), this knowledge is complex and draws upon nuanced personal practical expertise. When research is situated in self-study, it enables teacher educators to transition from tacit and embodied understanding to explicit knowledge that can be communicated.
Considering these aspects, Celina Dulude Lay explores the use of narrative vignettes as data; the vignettes demonstrate knowledge of content, the fixed and fluid elements of course design attending to milieu, pedagogical intent, preservice teacher knowledge and belief, the value and fragility of relationships, and theory.
Exploring Teacher Educator Knowledge lays the foundation for teacher educators, promoting strategies and methodology to support and foster practical and theoretical knowledge.
Foreword to A Self-Study of the Shifts in Teacher Educator Knowledge Resulting From the Move From In-Person to Online Instruction; Eline Vanassche
Chapter 1. How Can We frame an Inquiry into Teacher Educator Knowledge?
Chapter 2. What Do We know About Teacher Education And How Do We Use That Knowledge?
Chapter 3. What methodology And Accompanying Strategies Allow Us To Uncover Teacher Educator knowledge?
Chapter 4. How Can analytic Narrative Vignettes Allow Complex Representation of Data?
Chapter 5. What Does the Planning Vignette Reveal About Teacher Educator Knowledge?
Chapter 6. What Does the Teaching Vignette Reveal About Teacher Educator Knowledge?
Chapter 7. What Does the Reflecting Vignette Reveal About Teacher Educator Knowledge?
Chapter 8. What Are The strands Of Teacher Educator Knowledge Embedded Across The Vignettes?
Chapter 9. What Does this Study Contribute To Our Understanding About Teacher Education?
Chapter 10. What Are The implications Of Studies of Teacher Educator Knowledge For Teacher Education?
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