Developing as a teacher educator



Place: Aud Innsikt. Prøveforelesning: "Aligning beliefs and actions in teaching and teacher education".

Formal title

Developing as a teacher educator. Using self-study of teacher education practices as a pedagogy for professional development: A rhizomatic consideration.


This doctoral thesis aimed to add to research on processes of teacher educator professional development. Particularly, the purpose was to investigate my teacher education teaching and research practice. That is, I considered the processes of a beginning teacher educator’s practices, experiences, contexts and knowledge construction. The following research question evolved from the research process, “How does a teacher educator negotiate his teaching and research practice as he develops professionally?”


This doctoral project examined a beginning teacher educator’s teaching and research practice as I aimed to develop my personal pedagogical skills and knowledge for teaching pre-service teachers and become research active. This examination involved two interrelated layers. One layer was composed of four physical education teacher education courses (two content courses and two school placements) divided into five phases. Data were generated over a 17-month period and included video and audio of my teaching, my reflective diary, pre-service teacher focus groups and in-depth interviews, and pre-service teacher coursework. The other layer focused on the actual research process. Data were generated over the four-year doctoral period and included audio data from meetings with my supervisors.


This doctoral project highlight the ways multiple human (i.e., the teacher educator, the preservice teachers, the school students, the cooperating teachers) and non-human elements (i.e., the specific content, the national, program and course tradition) combine and interact, co-producing teacher educator practice and pre-service teachers’ school placement experiences.

I suggest a decentered conceptualization of teacher educators that posits them as prominent figures who, although influenced by a variety of elements and forces, are engaged in continuously steering or “orchestrating” practice towards desired outcomes.

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