‘Is This Critical Enough?’ A Self-Study of the Role of Teacher Educator

With the help of a critical friend (second author), the lead author engaged in a self-study of in-class experiences, discussions with the critical friend outside of class, and other forms of engagement with the students in order to examine the question “what are the essential features of quality in a teacher education course?” The lead author's thinking was influenced both by Schommer's “epistemological beliefs” system, as well as Willingham's nine cognitive principles through this self-study. Through discussions with the critical friend, the lead author identified themes including the value of a homeroom that allows for discussion of any topics related to students’ learning, the importance of modelling “thinking like a teacher” and examination of one's own beliefs about learning and teaching, and a shift in ownership of the class from the teacher to students with the development of a professional learning community. Experiences with the course and self-study leave the lead author with ideas that represent pedagogical change, including how time is used throughout the course, and how content and expectations within the course are negotiated with students in the interest of developing a course that fits what students are seeking.