ABSTRACT
We commonly assume that after graduation neither the teacher educator nor the beginning teacher has anything more to offer one another. This chapter presents a study in which this assumption is challenged. One focus of the chapter is on what we, as teacher educators, learnt about our practice by examining the experiences of our graduates when they began teaching. Our learning illustrates to us the value of self-study of teacher education practices continuing after graduation. We gained new understandings about how our practice had been effective in facilitating our graduates’ development of philosophies of teaching and learning that reflect recent research findings in our discipline areas of mathematics and science education. At the same time, we learned how our practice could be modified to take more account of the realities of the school context.
