Learning from Stories of Becoming

Abstract

In this chapter, the editors of this collection reflect on what they have learned from the stories of professional becoming presented in the various chapters. First, they provide an overview of the existing literature on what it means to become a teacher educator, and on the process of constructing a new professional identity. Following this general discussion of what it means to ‘become’ a teacher educator professional, they take a collaborative and dialogical ‘turn’ by eliciting their own learning as teacher educators by way of a discussion about what they learned by reading and reflecting on these narratives, and engaging with the ideas contained within over an extended period of time. This approach to understanding what it means to become a teacher educator mirrors key themes of the book – that learning about becoming a teacher educator involves deep reflection, dialogue and collaboration, sometimes taking place over vast distances and between different spaces of practice.