Teacher educator professional learning in context: Findings from the Reading Pedagogies of Equity Project

Teacher educators are vital for promoting teacher education for school equity, and their own professional learning is necessary for supporting this endeavour. However, research on equity-focused professional learning for teacher educators (PLTE) that accounts for their contexts is limited. Oriented through critical posthumanities and drawing on data from 24 teacher educator participants from the Reading Pedagogies of Equity Project, a PLTE focused on critical reading praxes, this study considered the sociomaterial contexts of the participants, the needs and desires these produced for them, and the implications for critical, equity-focused PLTE. The study identified teacher educators as a diverse group, including through their positioning in the workplace, roles and responsibilities, and access to collaboration with other teacher educators. This diversity generated a demand for situated professional learning with delivery modes geared to access and engagement, flexible structures, and content that was meaningful to all.