ABSTRACT
Enacting a pedagogy of teacher education is enmeshed in the ways in which teacher educators knowingly and purposefully create opportunities for students of teaching to see into teaching. It is about how teacher educators are able to make teaching a site for inquiry. In so doing, students of teaching might see into practice (both their own and that of their teacher educators) in such a way as to gain a genuine appreciation of the skills, knowledge and abilities that shape practice. Such inquiry opens teaching to questioning, probing, reflection and critique that goes way beyond the technical. Enacting a pedagogy of teacher education matters so that practice is not simplistically viewed as just “doing teaching.” As noted above, it is not easy work for either students of teaching or for teacher educators, yet it is fundamental to better understanding and valuing teacher education practices.
