Making transparent the challenges of developing a practice-based pedagogy of teacher education

Much of the recent scholarship in teacher education relays the importance of preparing teachers to enact practice. However, scholars working in the fields of self-study and core practices have questioned the capacity of teacher educators to engage novice teachers in meaningful practice-based work. We use collaborative self-study to examine the first author's experiences of using core practices as a guiding framework with novice teachers of English language learners. Findings illuminate a developmental journey that many teacher educators will experience as they undertake this work to make both conceptual and practical shifts in their pedagogy of teacher education.