Following the development of school-based teacher educators: pathways to professional agency

Purpose Examining school-based teacher educator development in a specific context, we highlighted the position of p-12 school-based teacher educators and their development over time and positionality. Design/methodology/approach Through phenomenological case study of these p-12 school-based teacher educators, we identified influences on school-based teacher educators where these clinical teacher educators moved from reliance on support structures to leading within these structures. Findings Participants identified points contributing to their growth as teachers, teacher educators and their development of professional agency in their roles as school-based teacher educators. Mentoring first, co-liaising and trusting relationships were key to their development. Research limitations/implications Inquiring into key influences affecting the development of p-12 school-based teacher educators, we found that structured mentoring through multiple roles in clinical teacher education supported their evolution as leaders of clinical practice in teacher education within their p-12 school sites and at the university. Originality/value The position of Liaison-in-Residence is highly unique in School-University Partnerships; thus examining their development is significant to the context of S-UPs.