In this article, we utilize the theoretical framework of Bildung and the literary genre of Bildungsroman to explore the work of being a teacher educator. Drawing upon the results of a narrative self-study, we explore how, for individual teacher educators, the meaning and significance of teacher education stems from one’s life story, including lived experiences from being a child, being a student, and being a teacher. We argue that the acts of authoring and telling of stories have the potential to illuminate the interconnected nature of the personal and the professional dimensions of teacher educator self-formation.
|Journal||LEARNing Landscapes Journal|
|State||Published - Jul 2018|