ABSTRACT
The roles and responsibilities of a teacher educator vary depending on location; however, there is a tendency for a shift towards emphasising teacher educators who focus on practice. This constitutes a quality conundrum as an overemphasis on their practical experience, with the intention of supporting new teachers, can detract from giving new teachers access to the complex knowledges they need for long-term success. This quality conundrum particularly comes to light in times of change when teacher educators’ roles, responsibilities and pedagogies must adapt. Examining the New Education Workforce initiative at Mary Lou Fulton Teachers College at Arizona State University shows how innovation can lead to significant changes in the work of teacher educators. Whilst focusing on practice may be of an immediate concern, it is important to consider the entirety of the experience and the support that new teachers need to provide beyond what happens in the classroom.
