All Roads Lead to Rome: Four Cases of Becoming a Physical Education Teacher Educator

Introduction While teacher educators (TE) have been identified as key stakeholders in educational reform, (Cochran-Smith, 2003); as an occupational group, the TE role specifically related to the practice of TE, remains... [ view full abstract ]

Introduction

While teacher educators (TE) have been identified as key stakeholders in educational reform, (Cochran-Smith, 2003); as an occupational group, the TE role

specifically related to the practice of TE, remains under-researched, and ill-defined (McEvoy, et al., 2015; Murray, 2014). Framed in social positioning theory (Davies & Harré, 1990), this study explored impactful events in becoming and learning to be a teacher educator. Specific research questions included: a) What professional paths were followed in becoming a TE and b) what critical events shaped TEs development in learning to do TE?

Method

Four cases from a larger pool of 25 experienced international TEs were purposefully selected. Data sources included semi-structured interviews focused on important events in learning to be TE as well as key events in pursuing a TE role.  Living graphs (Iannucci & MacPhail, 2017) supplemented interviews, as a way of eliciting detailed information about the impactful events.  Data were analyzed using open and axial coding (Corbin & Strauss, 2008).

Results

Results examine the stories of four TEs. Each of the cases reported a unique path to TE indicating many routes can lead to a given result—in this case becoming and learning to be a TE. For two, impactful experiences occurred as part of formal coursework; whereas for the other two more informal interactions shaped their path.

Conclusions

Becoming a TE is a dynamic phenomenon because it involves social processes and competing positions (teacher, scholar) which are interdependent and constantly being negotiated and reproduced over time (Kirk & MacPhail, 2003).  By recognizing the multiple routes and positions required of TEs and by understanding the sense people make of themselves, researchers may be better placed to offer advice on how TEs take on their role, resulting in more effective ways of preparing prospective teachers as well as TEs.