Chapter 10: Windows, Mirrors, and Sliding Glass Doors: Co-Teaching and Co-Supervision Internship Models for Teacher Educator Learning

Although being a university-based teacher educator requires complex knowledge and pedagogical abilities, many who serve in this role are never formally trained to do this work. A teacher educator (TE) is “not typically viewed or treated as a distinct profession but rather as a job or role that educators drift into” (Olsen & Buchanan, 2017, p. 28). While most novice TEs have P–12 teaching experience, they face numerous challenges in shifting from “first-order practitioners—that is school teachers—to second-order practitioners,” meaning TEs (Murray & Male, 2005, p. 126). For these individuals to develop their professional identities and effective practices, the mentorship of experienced colleagues is invaluable (Good-win et al., 2014; Izadinia, 2014), but many novice TEs lack structured experiences to initiate them into the profession.