Co-constructing meaning through teaching personal and social responsibility: A self-study in professional development provision

Abstract

Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syndrome relative to engaging with practicing teachers. In this investigation, we adopt self-study of teacher education practice to examine the experiences of Kevin, a physical education teacher educator without inservice teaching experience who facilitated PD among three groups of teachers in Canberra, Australia. Teaching personal and social responsibility provided the focus of the PD. Kevin examined how engaging in the experience influenced his understanding of PD and feelings of imposter syndrome. This was done through regular reflective journaling and the support of his critical friend, John. Data were analyzed using an interpretive approach with the goal of identifying turning points in Kevin's development. Results suggested that through deep engagement with the teachers, Kevin increased his confidence and competence. Our three themes were: (a) engaging in and reflecting on PD challenged imposter syndrome; (b) prioritizing relationship building, mutual respect, and champion recognition; and (c) PD as emergent, context-specific, and needs-responsive. The main study implications include a strong reminder that as teacher educators, we need to prioritize time in schools, recognizing that building relationships with inservice teachers is central to our work.