初年次の教師教育者にとって実践を「発信」することはどのような意味をもつか : 5名の教師教育者による協同的なセルフスタディを通して

In this self-study, five teacher educators, including a trio engaged in a critical friend dynamic, explored the narrating of their teacher education practices during the inaugural year as university-based teacher educators. Two of the teacher educators underwent individual interviews conducted by a critical friend, covering aspects such as background, motivation, methods, and outcomes of their narrating of practices. The interview transcripts were subjected to analysis using the SCAT (Steps for Coding and Theorization) framework, as outlined by Ohtani (2019). While both teacher educators engaged in narrating their practices, distinctions emerged in terms of their intended audiences, modalities, and objectives. One adopted an academic self-study approach, targeting primarily fellow researchers, while the other opted for a weblog format, aiming for broader accessibility, including his own students. Despite these divergences, commonalities surfaced in their shared concerns, conflicts, beliefs, and perceptions of their roles as 'young' teacher educators within university settings, motivating them to disseminate their approaches to teacher education. Motivated in part by apprehensions and uncertainties surrounding their standing within academic communities, both two teacher educators recognized tangible outcomes and benefits stemming from their narrating of practices.