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A Process of Becoming: Continuing Change in the Practice of Teacher Educators

  • Chapter
Professional Learning Through Transitions and Transformations

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 15))

Abstract

Situated in the context of Chilean teacher educators’ professional development, this chapter focuses on conceptual and pedagogical changes in the process of becoming a teacher educator by examining our individual’s professional paths. This proposal becomes relevant considering that in Chile the educational policy improvements in Chile have mainly focused on student teachers or teacher education curriculum rather than on teacher educators themselves. Based on relational teacher education approach, the narrative inquiry focused on studying the development as a teacher educator by looking back with the aim of moving forward through a deeper understanding of being a teacher educator. The data includes autobiographical narratives that help to recreate our professional pathways from long before the moment of becoming an academic in a teacher education programs. The analytical framework was focused on identifying the main questions and key matters underlying academic and teaching practices throughout our professional path. Our findings suggest that the process of becoming a teacher educator can be conceptualized in terms of framing and reframing the teaching knowledge triggered by significant experiences and/or interactions with others along the professional path and in interaction with other members of teacher education program. Finally, we share useful suggestions for the field of teacher education in general and the role of teacher educators in particular, with advice to those beginning their career as teacher educators.

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Author information

Authors and Affiliations

  1. Facultad de Ciencias de la Educación, Universidad San Sebastián, Santiago, Chile

    Rodrigo Fuentealba Jara

  2. Universidad de Valparaíso, Valparaíso, Chile

    Helena Montenegro Maggio

Authors
  1. Rodrigo Fuentealba Jara
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  2. Helena Montenegro Maggio
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Corresponding author

Correspondence to Rodrigo Fuentealba Jara .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Frankston, Victoria, Australia

    Judy Williams

  2. School of Education, University of Brighton, Brighton, United Kingdom

    Mike Hayler

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Fuentealba Jara, R., Montenegro Maggio, H. (2016). A Process of Becoming: Continuing Change in the Practice of Teacher Educators. 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_13

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  • DOI: https://doi.org/10.1007/978-3-319-22029-1_13

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-22028-4

  • Online ISBN: 978-3-319-22029-1

  • eBook Packages: EducationEducation (R0)

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