Abstract
This chapter attempts to capture the author’s unplanned venture into becoming a teacher educator. His life-long career in public education aided the transition to higher education, but only through repeated exposure to a wider community of teacher educators was the author able to gain a deeper understanding of what is entailed in teaching teachers about teaching. Personal and practical approaches to teaching, experiences tempered by learning theory and research methodology, and an active involvement in the lives of practitioners helped him to comprehend and accept the complex and paradoxical nature of teacher education.
In addition to experience, the author indicates that a solid foundation in conducting and leading teacher action research, an unwavering belief in the power of constructivism, and an introduction to self-study as a methodology molded his transition from classroom teacher to teacher educator.
In the end he acknowledges the importance of accepting the dual nature of being both a teacher and a learner in a classroom as a significant concept that guides his practice and encourages his continued development as a teacher educator.
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Senese, J.C. (2016). A Work in Progress. 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_10
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DOI: https://doi.org/10.1007/978-3-319-22029-1_10
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