Learning with and from Others: Self-Study of Teacher Education within a Landscape of Practice

Abstract

ABSTRACT This article illustrates how simultaneous involvement in two self-studies with critical friends contributed to an early career teacher educator’s development as a relational teacher educator. Both self-studies took place within the university setting: teaching science to the undergraduate elementary teachers and coaching the intervarsity ladies football team. Learning at the intersection between curricular (science education) and co-curricular (football coaching) self studies supported the exploration of a number of binaries within the landscape of practice. Through both self-studies the early career teacher educator’s personal and professional learning evolved. Learning with and from two critical friends in two separate domains could have complicated an already challenging transition to teacher education. However, the brokering of learning at the intersection of both practices illuminated opportunities for new learning experiences. Participation in two self-studies within the university landscape supported development of practice as a relational teacher educator in three ways: enabling a better understanding of practice, developing empathy and dropping the façade to support learners. Although this article illustrates the affordances of self-study as a collaborative approach to support early career teacher educators, key implications are outlined with relevance to support teacher education practices in general.