Source: Studying Teacher Education, Volume 3, Issue 2 November 2007 , pages 117 - 134
This paper reports the author's efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn to recognize and manage within their work.
By examining one of these tensions within my practice, that of valuing and reconstructing experience, the author considers how conceptualizing knowledge as tensions can enhance teacher educators' understandings of practice and contribute to the professional knowledge base of teacher education.
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