Critical Reflection on Making Sense of a Paternalist Teacher Educator Identity
Abstract
As a dynamically changing construct, identity shapes decisions and choices, and therefore, it should be examined at different entry points in teacher educators’ (TEs) careers. Hence, with the collaboration of ninety-two prospective teachers (PTs), I explored who I am and what I stand for as a TE drawing on inquiry as stance after transitioning into academia. Undertaking a critical reflection of PTs’ evaluations of my TE role enabled me to delve into the underlying reasons for my assumptions, practices, and identity. The findings revealed that I have developed a paternalist TE identity focusing on benevolence and moral values instead of developing intellectually and morally autonomous PTs. Upon critical reflection, I made sense of inner obstacles impeding me from becoming an agent of change to enact socially just teacher education and I was able to testify my assumptions. Data also revealed that my new TE role and context are significant factors in reforming my identity and teaching practices.
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