Background/Context Teacher educator development remains an undertaking that is both understudied and underavailable as an explicit professional path, despite scholarship suggesting that teacher educat

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile / Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile (2019) · doi

  The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom.

  Keywords: show teachers understand child centred pedagogy pillar professional identity perceive threat schoolification early childhood education
• Signature pedagogies of teacher education in physical education: a scoping review (2024) · doi

  While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

  Keywords: teacher education pedagogies across contexts review represents initial step addressing literature exploring articulating there remains
• Exploring Freirean Culture Circles and Boalian Theatre as Pedagogies for Preparing Asset-Oriented Teacher Educators (2019) · doi

  Background/Context Teacher educator development remains an undertaking that is both understudied and underavailable as an explicit professional path, despite scholarship suggesting that teacher education's transformative potential hinges on teacher educators’ pedagogical work.

  Keywords: teacher background context educator development remains undertaking understudied underavailable explicit professional path despite scholarship suggesting