Becoming a teacher educator: Voices of women academics in canadian faculties of education

Abstract

Although much has been written on teacher education, voices of teacher educators have been ignored; we know little about their struggles and strategies. This article juxtaposes narratives of five women academics in Canadian faculties of education against the literature on continuity, change and critique in teacher education. I contend that a better understanding of these trends requires approaching them through narratives of involved individuals. The article focuses on the recruitment stage of a university career. For many, teacher education is a second career. Late entrants must “catch up,” while younger high flyers strive to reach ever-rising expectations of academic productivity.