New Possibilities for Reimagining Teacher Education

We ended Chapter 11 with wonders about the implications of the complex conceptualization of two knowledge landscapes for both pre-service and in-service teacher education and with wonders about the ways the participants’ stories disrupted the easy-to-tell elevator stories. We see now how those elevator stories covered over the complexities of understanding the processes of leaving teaching, as well as the more complex nature of teacher knowledge. In this chapter we take up the so what? and who cares? questions that are of great importance to us as researchers but also of great importance to us as teacher educators. What does what we have learned from attending closely to the stories of six teachers who left teaching help us reimagine about how we can work with pre-service teachers and those who are just beginning teaching?