Abstract
Through a reflexive process of examining data and synthesizing findings from 11 previously conducted self-studies, this book chapter presents a metanarrative that details pivotal features of my professional learning and development as a former classroom teacher making the transition to teacher educator. Specifically this chapter describes how my personal professional journey involved several transformational ‘turns’ that deeply impacted on my developing identity and practice as a teacher educator over the course of the last 10 years. These are discussed in terms of taking a reflective turn, an epistemological turn, an ideological turn, and an instructional turn. By situating the narrative in a cultural psychology theoretical framework, this chapter focuses on explaining what prompted each of the turns, and why they were significant in my process of becoming a teacher educator.
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Ritter, J.K. (2016). On Deconstructing Folk Theory While Developing as a Teacher Educator: A Disorienting Transition as a Reorienting Opportunity. In: Williams, J., Hayler, M. (eds) Professional Learning Through Transitions and Transformations. Self-Study of Teaching and Teacher Education Practices, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-22029-1_4
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DOI: https://doi.org/10.1007/978-3-319-22029-1_4
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-22028-4
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