1. 1 JEAN MURRAY, VIV ELLIS, CLARE KOSNIK, CLIVE BECK TEACHER EDUCATORS: MANAGING COMPLEX WORK WITH SKILL AND COMMITMENT

2. 2 CLARE KOSNIK A FOOT IN MANY CAMPS: LITERACY/ENGLISH TEACHER EDUCATORS

3. PARTICIPANTS Experience as a classroom teacher 0 years = 1 1-5 years = 3 6-10 years = 12 11-20 years= 6 21+ years = 6 Rank at the University Assistant Professor (Lecturer) = 6 Associate Professor =5 Senior Lecturer = 7 Full Professor = 5 Other =1 Contract = 4 3

4. DRAWING ON CLASSROOM TEACHER EXPERIENCES More than telling stories Continuity of Priorities underserved communities subject organizations marginalized youth teacher activism teacher inquiry groups 4

5. 5 TURNING POINTS

6. INFLUENCE OF LIFE EXPERIENCES Early childhood experiences (e.g., being ELL) Primary/Secondary school teacher Personal experiences (e.g., becoming a mother) 6

7. 7 ED’L BACKGROUND + RESEARCH ACTIVITIES

8. Yes – 6 No – 22 8 DURING YOUR UNDERGRAD DID YOU PLAN TO DO A PHD?

9. DOCTORAL RESEARCH 17 on children 5 on student teachers 3 at the inservice level 3 on something rather different 8 did their doctoral research in their own classroom 9

10. CONTINUING RESEARCH DONE FOR THEIR THESIS A great extent -15 To some extent - 7 Have moved to a new area of research – 6 10

11. Although current research broader in scope, for most a direct link with their doctoral research; e.g., doctoral research on adolescent writing, current research on use of technology for adolescent writing. 11

12. IS A PHD NECESSARY FOR LTE? PhD instantly provides status: “If everyone else has a doctorate, you have to have one too.” 12

13. Beforehand, I didn’t think it was important to do research because I thought your knowledge came from what you did [as a classroom teacher]. And I must say that now I can see what research brings to the process. You look at things differently in some ways... you can see how what you’re seeing in one school is generalizable to schools across the board... 13

14. 14 IDENTITY

15. caring listener reflective team player compassionate flexible 15 QUALITIES OF AN EFFECTIVE LTE

16. TERMS USED TO DESCRIBE SELF (COULD SELECT MORE THAN ONE) Literacy/English professor – 15 Teacher Educator – 17 Teacher – 14 Professor – 3 Other - Learn with kids – 1; Lecturer – 2; Teacher trainer – 1; Associate Dean – 1; Researcher -1 16

17. ACADEMIC COMMUNITIES Own university – 15 Teacher research group or network -4 Classroom teachers – 8 Literacy association – 22 AERA -- 6 Other - 12 e.g., BERA, minority faculty group Cannot find a home – 2 17

18. HIERARCHY IN SCHOOL OF EDUCATION/DEPARTMENT? Research-intensive - Yes – 15, No - 1 Teaching-focused - Yes – 8, No- 4 18

19. BLURRING BOUNDARIES personal and early childhood experiences still influence their work meet student teachers on both personal and professional levels hold multiple identities 19

20. IMPLICATIONS not followed a uniform pathway influenced by work as classroom teachers mentor encouraged them to pursue a doctorate doctoral research continues to be central 20

21. 21 feel underappreciated by colleagues + students value affective qualities of LTE being an inquirer is a necessity community is beyond the university

22. 22