Role of Self-Study in Navigating Teacher Educator Administrators’ Responsibilities
International Handbook of Self-Study of Teaching and Teacher Education Practices
This chapter discusses the role self-study has played in supporting teacher educator administrators as they navigate roles and responsibilities associated with managing and leading in a variety of capacities (i.e., dean, associate dean, department chair, program director). We operationalize key terms associated with administration and explore the prevalent metaphors used to describe those who lead in organizations, particularly teacher education programs. The use of metaphors in the self-study literature conducted by teacher educator administrators is analyzed focusing on the implications metaphors carry for both leaders and those they lead. In exploring the literature, we identify distinctions in how leaders come to serve, how they go about learning their roles and responsibilities, and how they make sense of their contexts and practices over time. We discuss the work of critical friends in supporting leaders to study and refine their practice. Throughout the chapter, we weave in descriptions of our self-study inquiries as teacher educator administrators, outlining what we have learned and how it might inform the work of others assigned to lead in teacher education. The chapter concludes with a discussion of possible directions for future self-study research concerned with teacher educator administration.
Allison, Valerie A., and Laurie A. Ramirez. "Role of self-study in navigating teacher educator administrators’ responsibilities." International handbook of self-study of teaching and teacher education practices (2020): 1199-1223.