ABSTRACT
As teacher educators, we encourage our pre-service teachers to become more aware, and articulate of, their own professional knowledge so that they can better understand and improve their own teaching (Connelly and Clandinin, 1988; Schön, 1983). We should expect no less from ourselves. As such, this chapter describes how and why I ‘practice what I preach’ by focusing on elements of my own professional knowledge as a teacher educator. I begin by articulating some significant experiences that have informed my beliefs about teaching and learning within the teacher education context. Then I highlight certain ways that these beliefs are ‘lived’ within my work with pre-service teachers. Finally, I provide evidence that my teacher education practices make a difference to those I teach.
