Relational Work as the Foundation of Professional Development for Teacher Educators

Creating a formal inquiry community to study teacher educator practice, five university liaisons (clinical supervisors) quickly came to a formalized collaborative self-study to both study our practice as “improvement-aimed” (Bullough & Pinnegar, 2007; Loughran, 2007) and uncover key parts of learning to be a liaison. This question guided our inquiry: What are the key factors in supporting the professional development of a liaison? What we found was that a foundation of relationships was key to engaging in inquiry to support professional practice and teacher educator professional development