ABSTRACT
I would like to believe that I would have reconceptualized my practice as a teacher educator without the catapult of a dramatically restructured teacher education program. In truth, living through a dramatic restructuring compelled me to focus on how I and my colleagues enact a pedagogy of teacher education. One of the most notable features of our restructured program was an extended fall practicum that began on the first day of the school year. When teacher candidates returned to the Faculty for two on-campus weeks midway through the fall semester, it quickly became apparent that traditional, transmission models of teaching were both inadequate and inappropriate. Teaching experience-rich preservice teachers would require us to develop a new pedagogy of teacher education (Loughran, 2006). Thus began my journey to reconceptualize my practice, to enact new pedagogical strategies and to reconsider and reframe my goals and purposes.
