Being and becoming a teacher educator in an online work-integrated learning excursion for future super teachers

Abstract

This chapter reports on the professional development of novice teacher educators in an online work-integrated learning (WIL) excursion for future teachers. A self-study research design was used to explore how a novice teacher educator participating in an online WIL excursion, developed professionally through reflecting on their roles and experiences. A reflective journal, feedback from colleagues and participants, and video recordings were used to gather qualitative data, which were subsequently thematically coded in order to find key patterns and themes. The findings indicated both strengths and areas for improvement in the novice teacher educator's social, communication, and technological roles in the online educational setting. The implications for further research underscore the importance of integrating peer feedback, reflective practices, and qualitative methodologies to support the development of novice teacher educators in online educational settings.