Source: Studying Teacher Education, Volume 3, Issue 2 November 2007 , pages 207 - 215
This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. The authors sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students.
After analyzing student work from 2 years in which the assignments were used, the researchers taught together and continued their analyses and their own development as teacher educators. We explore the interplay between teaching and research and the role of the critical friend in self-study.
This research generated several insights that inspired changes in assignments, and we document how student work changed as a result. The authors' major realization involves the centrality of ethical concerns in their work as teacher educators and the possibility of holding these concerns tacitly rather than explicitly.
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