Although my prior experiences as a doctoral candidate included significant opportunities to teach preservice teacher candidates and to engage in self-study research, the realities of being an assistant professor in a different teacher education program provided new problems of practice that continue to challenge how I think about teaching teachers. The purpose of this chapter is to name, interpret, and analyse how my pedagogy of teacher education has been shaped by my first 2 years as an assistant professor. I trace the development of my initial principles of teacher education before presenting several turning points that shed light on how my experiences have encouraged me to think about my pedagogy in different ways. I conclude the chapter by suggesting that part of becoming a teacher educator is to develop a distinct pedagogy of teacher education, where the term distinct is taken to refer to the impressions made by the interactions that occur between my guiding principles and the problems of practice I encounter in my science education classroom.
Bullock, S. M. (2012). Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education (pp. 103–120). https://doi.org/10.1007/978-94-007-3904-8_7