The European Educational Researcher

I was a good classroom teacher, why do I feel so lost now? Examining a doctoral student’s transition with becoming a teacher educator during and post pandemic

Kraig Ryan Kitts 1 * ,
Spencer Perry 1
1 Indiana University* Corresponding Author
Download PDF
The European Educational Researcher, Volume 6, Issue 2, June 2023, pp. 55-70
OPEN ACCESS VIEWS: 445 DOWNLOADS: 276 Publication date: 15 Jun 2023
ABSTRACT
Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One’s reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One’s identity as a teacher educator being tied to the types of interactions he fosters in his classroom.  As he transitions to teaching in person in year 2 (Fall 2021) we look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator.
KEYWORDS
Identity, Self-Study, Teacher education, Teacher educator
CITATION (APA)
Kitts, K. R., & Perry, S. (2023). I was a good classroom teacher, why do I feel so lost now? Examining a doctoral student’s transition with becoming a teacher educator during and post pandemic. The European Educational Researcher, 6(2), 55-70. https://doi.org/10.31757/euer.625
REFERENCES
  1. Abell, S. K., Appleton, K., & Hanuscin, D. L. (2010). Designing and teaching the elementary science methods course. London: Routledge. https://doi.org/10.4324/9780203859131
  2. Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77–93. https://doi.org/10.1007/s10972-008-9115-6
  3. Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145–179. https://doi.org/10.1080/03057267.2014.937171
  4. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi-org.proxyiub.uits.iu.edu/10.1080/03057640902902252
  5. Berry, A. (2007a). Self-study in teaching about teaching. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1295– 1332). https://doi.org/10.1007/978-1-4020-6545-3
  6. Berry, A. (2007b). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3, 117–134. https://doi.org/10.1080/17425960701656510
  7. Bullock, S. M. (2012). Learning to teach physics teachers: Developing a distinct pedagogy of teacher education. In S. M. Bullock & T. Russel (Eds.), Self-studies of science teacher education practices (pp. 103–120). Springer. https://doi.org/10.1007/978-94-007-3904-8
  8. Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51. https://eric.ed.gov/?id=EJ470569
  9. Freese, A. R. (2006) Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry, Teaching and Teacher Education, 22(1), 100-119. https://doi.org/10.1016/j.tate.2005.07.003
  10. Garbett, D. (2012). The Transformation from expert science teacher to science teacher educator. In S. M. Bullock & T. Russel (Eds.), Self-studies of science teacher education practices (pp. 31–44). Springer. https://doi.org/10.1007/978-94-007-3904-8
  11. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, (25)1, 99–125. https://doi.org/10.2307/1167322
  12. Hamilton, M. L., & Pinnegar, S. (2013). A topography of collaboration: Methodology, identity, and community in self-study of practice research. Studying Teacher Education, 9(1), 74–89. https://doi.org/10.1080/17425964.2013.771572
  13. Hiemstra, R. (2001). Uses and Benefits of Journal Writing. New Directions for Adult & Continuing Education, 2001(90), 19. https://doi-org.proxyiub.uits.iu.edu/10.1002/ace.17
  14. LaBoskey, V. K. (2004). The Methodology of Self-Study and Its Theoretical Underpinnings. International Handbook of Self-Study of Teaching and Teacher Education Practices, 817–869. https://doi.org/10.1007/978-1-4020-6545-3_21
  15. Loughran, J. (2011). On becoming a teacher educator. Journal of Education for Teaching, 37(3), 279–291. https://doi.org/10.1080/02607476.2011.588016
  16. Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Sage.
  17. Newberry, M. (2014). Teacher educator identity development of the nontraditional teacher educator. Studying Teacher Education, 10(2), 163–178. https://doi.org/10.1080/17425964.2014.903834
  18. Phillips, A., & Park Rogers, M. (2020). Examining the tensions between rapport with pre-service teachers and authority in becoming a teacher educator. Studying Teacher Education, 16(3), 265–285. https://doi.org/10.1080/17425964.2020.1798753
  19. Richardson, J. C., & Alsup, J. (2015). From the classroom to the keyboard: How seven teachers created their online teacher identities. International Review of Research in Open and Distributed Learning, 16(1), 142-167. https://doi.org/10.19173/irrodl.v16i1.1814
  20. Spencer, C. (2016). Teacher educator, go measure thyself: Self-reflection and judgement of the teachers of teachers. Journal of the European Teacher Education Network, 11, 121–132.
  21. Travers, C. (2011). Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping. Journal of Vocational Behaviour, 79(1), 204-216. https://doi.org/10.1016/j.jvb.2010.11.007
  22. Vermunt, J. D., Vrikki, M., Warwick, P., & Mercer, N. (2017). Connecting teacher identity formation to patterns in teacher learning. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education, (pp. 143-159). https://doi-org.proxyiub.uits.iu.edu/10.4135/9781526402042
  23. Wood, D., & Borg, T. (2010). The rocky road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6, (1) 17 – 28. https://doi.org/10.1080/17425961003668914
LICENSE
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.