Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice

Abstract

This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education.

Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?”

We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice.

This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy.

DOI: https://doi.org/10.1016/j.tate.2019.102969