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

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.