ABSTRACT
The assumption that good teachers make good teacher educators persist, despite research continuously highlighting the complexity of teacher education. Nowhere is this continued assumption more clear than in colleges of education which position former PK-12 teachers as graduate student novice teacher educators (NTEs) without providing adequate (if any) training or support for the role. This chapter details the creation and ongoing evolution of a student-led graduate teacher educator community of practice designed to fill this gap by supporting NTEs as they navigate their new positions and new pedagogies. The community the authors describe in this chapter was designed as a supportive space for doctoral student teacher educators to collaboratively navigate the complexities of (a pedagogy of) teacher education.
