Abstract
This chapter explores the identification and construction of a social justice teacher educator identity through a community of learners. It has been suggested that teacher educators develop their knowledge of a pedagogy of teacher education through undertaking two activities: reflecting on their own practice and researching their own practice Through a narrative approach and storytelling, we discuss: (i) The complexity in understanding/uncovering our social justice teacher educator identity as an ever-evolving process; and (ii) Recognizing privilege as a shaping factor in different forms in social justice teacher educator identity. The community element of this research heightens the importance when one considers the necessity of a teacher education program (and not solely through individual teacher educatorsâ™ practice) reflecting the way in which a pedagogy of teacher education is inherently intended to shape teacher education.
| Original language | English |
|---|---|
| Title of host publication | Understanding a Pedagogy of Teacher Education |
| Subtitle of host publication | Contexts for Teaching and Learning About Your Educational Practice |
| Publisher | Taylor and Francis |
| Pages | 96-112 |
| Number of pages | 17 |
| ISBN (Electronic) | 9781040023327 |
| ISBN (Print) | 9781032429724 |
| DOIs | |
| Publication status | Published - 1 Jan 2024 |
