This inquiry into teacher knowledge is an autobiographical self-study
that focuses on the experiences of a former public school educator as he
begins facilitating undergraduate teacher education courses at the
university level. Utilizing the method of narrative inquiry, this work
considers the importance of reflective practice, experiential learning,
and autobiographical reflection as teachers expand their personal
practical knowledge and discover how that knowledge comes to be.
Recognizing the importance of previous contributions in the field of
self-study for teacher educators this work extends the knowledge base of
teacher education practices by demonstrating how the reflective,
self-conscious examination of experiences helps teacher educators
reframe their teaching and offer out their experience towards the
learning of others.