ABSTRACT
In this concluding chapter we return to the idea that understanding how to develop and enact a pedagogy of teacher education requires a move to third-order teaching. We argue that developing this kind of understanding requires a deep commitment not only to relevant scholarship, but also to systematically learning from experiences as a teacher educator. We recognize that such experiential learning will likely be both iterative and, at times, destabilizing. The chapter ends by encouraging teacher educators to be open to new ways of interpreting their experiences and, in so doing, developing their authority of experience. If teaching is a complex discipline, then the work of developing an understanding of a pedagogy of teacher education requires considerable commitment to existing in and engaging with tensions encountered in practice.
