Abstract
This article presents an autobiographical qualitative study. A former elementary school teacher describes how her work as a university supervisor gave her an opportunity to examine her own construction of self as a teacher and teacher educator during two semesters of undergraduate student teaching. Research related to teacher individualism and isolation provides a lens through which to explore socialization experiences of both the author and her students. The analysis finds that some programs and schools do not allow for or value the critical dialogue and narrative discourse essential for the formation of the self. The author makes several suggestions for teacher education programs which will help prepare teachers to take advantage of agentive moments, creating spaces for discourse and collaboration.
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