Research Impact: This chapter explores the identification and construction of a social justice teacher educator identity through a community of learners. It has been suggested that teacher educators develop their knowledge of a pedagogy of teacher education through undertaking two activities: reflecting on their own practice and researching their own practice Through a narrative approach and storytelling, we discuss: (i) The complexity in understanding/uncovering our social justice teacher educator identity as an ever-evolving process; and (ii) Recognizing privilege as a shaping factor in different forms in social justice teacher educator identity. The community element of this research heightens the importance when one considers the necessity of a teacher education program (and not solely through individual teacher educators’ practice) reflecting the way in which a pedagogy of teacher education is inherently intended to shape teacher education.
Scanlon, D., Murtagh, E., Calderón A., MacPhail, A., & Walsh, C. (2024). Aligning Pedagogies of Teacher Education with the Teaching of Social Justice. In B. M Butler and M. Bullock: Understanding a Pedagogy of Teacher Education: Contexts for Teaching and Learning About Your Educational Practice (1st ed.). New York: Routledge. https://doi.org/10.4324/9781003365129
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