Teaching is Learning: Reflections on Teacher Education

Abstract

This chapter presents the story of teacher educator learning in a school-based professional development program in which elementary and middle school teachers engaged in disciplined inquiry as reflective practitioners. The authors share what they have learned during the pilot year of this program with an emphasis on how their understanding of the work of professional development and, more specifically, their roles and identities in supporting teacher research have evolved over time. Reflecting on the research literature and their experiences, they conclude that many ideas about the nature of leadership and coaching are best described as processes that require curiosity, adaptation, participation, and an openness to be as much learner as teacher. In a spirit of “utopian thinking,” the authors suggest that there is more learning to be had when a community of practice becomes a true learning community; not merely building on what we already know but building new knowledge and the next generation of practices our developing profession requires.