Developing as a Teacher Educator
A Guide to Establishing Identity, Exploring Pedagogy, and Navigating Policy
Will be published approx. on 9. July 2026
Book
Hardback
384 pages
979-8-8818-0781-8 (ISBN)
Description
It is commonly understood that teacher educators help develop teachers. It is less commonly understood how teacher educators come to develop as teacher educators themselves. Who and what develops the teacher educator? We know that teacher education does not exist apart from the teacher educator, yet too often teacher educator development becomes an afterthought in our teacher education discourse. This book examines this key group's development through historical and contemporary contexts using conceptual, theoretical, and pedagogical considerations.
Understanding the complex work associated with the roles and responsibilities of being a teacher educator, the contributors to this text include experts in varying teacher educator development experiences and settings. We use the term guide in the title to connote that there is no prescription for learning how to be a teacher educator. Rather, we hope this text offers a survey for teacher educators as they journey down the path of teacher educator development as a teacher of and with teachers. The text addresses such areas as the history and politics of teacher education, evolving technologies affecting teacher education, teacher educator pedagogies, teacher educator identity re/formation, program design and partnerships, and teacher education leadership. The chapters straddle research and practice by being firmly grounded in the extant literature while also incorporating the authors' experiences in teacher educator development.
Understanding the complex work associated with the roles and responsibilities of being a teacher educator, the contributors to this text include experts in varying teacher educator development experiences and settings. We use the term guide in the title to connote that there is no prescription for learning how to be a teacher educator. Rather, we hope this text offers a survey for teacher educators as they journey down the path of teacher educator development as a teacher of and with teachers. The text addresses such areas as the history and politics of teacher education, evolving technologies affecting teacher education, teacher educator pedagogies, teacher educator identity re/formation, program design and partnerships, and teacher education leadership. The chapters straddle research and practice by being firmly grounded in the extant literature while also incorporating the authors' experiences in teacher educator development.
Reviews / Votes
Developing as a Teacher Educator: A Guide to Establishing Identity, Exploring Pedagogy, and Navigating Policy should be required reading for every doctoral student and faculty member working in teacher education programs- whether their primary professional role is in teacher education or a closely related field. Dodman, Jacobs, Butler, and Hitabel have compiled a timely and comprehensive resource that illuminates the complexities of teacher educator identity, pedagogy, and policy, making it essential for anyone navigating this multifaceted role. Whether you are a doctoral student preparing for a career in teacher education or a faculty member seeking to deepen your understanding of the work you do, this text serves as a vital guide for shaping your practice and amplifying your impact as a teacher educator. -- Nancy Fichtman Dana * Professor and Distinguished Teaching Scholar, University of Florida * This five-part exploration of the development of teacher educators is essential reading for teacher educators at every stage of their time in the profession. In sixteen chapters, twenty-one contributors explore the issues of history, theory, identity, pedagogy, and leadership, providing guidance for all who recognize the need for improvement and renewal in a complex, traditionally conservative field. Three chapters exploring pedagogical development of teacher educators are particularly helpful for those who understand the importance of modelling rather than lecturing about improving teaching practices in schools. Critical reflection and self-study of teacher education practices appear frequently throughout this collection. Everyone recognizing the need to renew and improve teacher education can and should learn from this collection. Those who would improve schools by improving teacher education can begin here. -- Tom Russell * Professor Emeritus, Queen's University at Kingston, Canada *More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
Professional and scholarly
Illustrations
5 b/w figures
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 25 mm
Weight
454 gr
ISBN-13
979-8-8818-0781-8 (9798881807818)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Stephanie Dodman is an associate professor and assistant dean in the College of Education and Human Development at George Mason University. She teaches doctoral courses in teacher education and critical perspectives of education for emerging teacher educators. Her scholarship focuses on teacher leadership, learning, and development for equitable schooling practices and systems.
Jennifer Jacobs is an associate professor, chair, and director of clinical education in the College of Education at the University of South Florida. Her research is situated within the context of teacher education. A central aspect of her work involves designing high-quality teacher education programs through school-university partnerships. Specific areas of investigation include teacher leadership, practitioner inquiry, and job-embedded professional learning.
Brandon Butler is a professor in the Darden College of Education and Professional Studies at Old Dominion University. His scholarship focuses on teacher educator preparation and the teaching and learning of self-study research. He is co-editor of Studying Teacher Education and the Springer Self-Study of Teacher Education Practices book series.
Jessica Hiltabidel (she/her) is a K-12 school administrator with over 20 years of experience teaching and leading in public schools. A recent graduate of George Mason University's doctoral program, her work promotes social justice and equity through scholarship, teacher/leader development, and culturally sustaining practices. A first-generation, Latina scholar herself, Jessica uses her work to empower and advocate for others who are marginalized by an education system that was not built for them.
Jennifer Jacobs is an associate professor, chair, and director of clinical education in the College of Education at the University of South Florida. Her research is situated within the context of teacher education. A central aspect of her work involves designing high-quality teacher education programs through school-university partnerships. Specific areas of investigation include teacher leadership, practitioner inquiry, and job-embedded professional learning.
Brandon Butler is a professor in the Darden College of Education and Professional Studies at Old Dominion University. His scholarship focuses on teacher educator preparation and the teaching and learning of self-study research. He is co-editor of Studying Teacher Education and the Springer Self-Study of Teacher Education Practices book series.
Jessica Hiltabidel (she/her) is a K-12 school administrator with over 20 years of experience teaching and leading in public schools. A recent graduate of George Mason University's doctoral program, her work promotes social justice and equity through scholarship, teacher/leader development, and culturally sustaining practices. A first-generation, Latina scholar herself, Jessica uses her work to empower and advocate for others who are marginalized by an education system that was not built for them.
Content
Foreword
Developing as a Teacher Educator: An Introduction
Part I: Historical and Contemporary Issues in Teacher Education
Chapter 1: History of Teacher Education
Chapter 2: Accreditation and Accountability in Teacher Education
Chapter 3: Understanding and Addressing the Teacher Education Policy Context
Chapter 4: A Changing Digital Landscape: The Role and Influence of Digital Technologies in Teacher Education
Part II: Conceptual and Theoretical Considerations in Teacher Education
Chapter 5: The Continuum of Teacher Development
Chapter 6: Model It: A Praxis of Critical Pedagogy for Teacher Educators
Chapter 7: Teacher Education and the Third Space
Part III: Identity Considerations in Teacher Education
Chapter 8: Teacher Educator Identity: An Elusive Construct
Chapter 9: It Takes One to Know One: What Makes an Inquiry Stance Foundational to Teaching and Teacher Education
Chapter 10: Continuing Your Professional Learning Journey as a Teacher Educator
Part IV: Pedagogical Considerations in Teacher Education
Chapter 11: Preparing Emerging Teacher Educators: Critical Reflection as a Signature Pedagogy
Chapter 12: The Centrality of Clinical Practice in Teacher Education
Chapter 13: Supporting and Sustaining Teacher and Student Well-Being in Teacher Education
Part V: Programmatic and Leadership Considerations in Teacher Education
Chapter 14: Designing a Teacher Preparation Program
Chapter 15: Transformative Partnerships: Bridging Pk-12 Schools and Universities for Educational Innovation
Chapter 16: The Leadership Learning Curve: Navigating the Complexities of Teacher Education Leadership
Epilogue
About the Editors
About the Authors
Index
Developing as a Teacher Educator: An Introduction
Part I: Historical and Contemporary Issues in Teacher Education
Chapter 1: History of Teacher Education
Chapter 2: Accreditation and Accountability in Teacher Education
Chapter 3: Understanding and Addressing the Teacher Education Policy Context
Chapter 4: A Changing Digital Landscape: The Role and Influence of Digital Technologies in Teacher Education
Part II: Conceptual and Theoretical Considerations in Teacher Education
Chapter 5: The Continuum of Teacher Development
Chapter 6: Model It: A Praxis of Critical Pedagogy for Teacher Educators
Chapter 7: Teacher Education and the Third Space
Part III: Identity Considerations in Teacher Education
Chapter 8: Teacher Educator Identity: An Elusive Construct
Chapter 9: It Takes One to Know One: What Makes an Inquiry Stance Foundational to Teaching and Teacher Education
Chapter 10: Continuing Your Professional Learning Journey as a Teacher Educator
Part IV: Pedagogical Considerations in Teacher Education
Chapter 11: Preparing Emerging Teacher Educators: Critical Reflection as a Signature Pedagogy
Chapter 12: The Centrality of Clinical Practice in Teacher Education
Chapter 13: Supporting and Sustaining Teacher and Student Well-Being in Teacher Education
Part V: Programmatic and Leadership Considerations in Teacher Education
Chapter 14: Designing a Teacher Preparation Program
Chapter 15: Transformative Partnerships: Bridging Pk-12 Schools and Universities for Educational Innovation
Chapter 16: The Leadership Learning Curve: Navigating the Complexities of Teacher Education Leadership
Epilogue
About the Editors
About the Authors
Index