This paper focuses on the reflections of a less experienced and a veteran teacher educator at a new university and compares and contrasts their experiences of primary teacher education. The paper draws on the power of the narrative to share these experiences through aspects of self-study.
Autobiographical research methods were used to elicit reflection on significant events in the teacher educators’ different and individual pasts in order to understand more about effective learning and teaching in their present roles. This process led to an examination of the values that underpinned and continue to underpin practice. The collaborative examination of significant aspects of personal practice has led to renewed confidence and implications for primary teacher education within the University.
Key Words
Self-study; narrative; teacher-educator; stories; values; reflection
