Exploring Teacher Educator Knowledge

Teacher educator knowledge in curriculum development is situated in a space that is tacit and embodied. It is important to recognize that within the realm of teacher education (as opposed to K-12 classrooms), this knowledge is complex and draws upon nuanced personal practical expertise. When research is situated in self-study, it enables teacher educators to transition from tacit and embodied understanding to explicit knowledge that can be communicated.

Considering these aspects, Celina Dulude Lay explores the use of narrative vignettes as data; the vignettes demonstrate knowledge of content, the fixed and fluid elements of course design attending to milieu, pedagogical intent, preservice teacher knowledge and belief, the value and fragility of relationships, and theory.

Exploring Teacher Educator Knowledge lays the foundation for teacher educators, promoting strategies and methodology to support and foster practical and theoretical knowledge.

Celina Dulude Lay is an adjunct Professor and teacher educator at Brigham Young University, USA. She holds a Masters degree from the University of Utah, with a focus on curriculum design and teaching reading. Lay earned her doctorate in 2021 from Brigham Young University. For more than a decade, Lay has also designed and taught university courses in TESOL K-12 for supporting the language and literacy development of English learners. Dr. Lay is committed to supporting teacher candidates in their preparation and improving her own practice.