Dr. Elizabeth M Bemiss

Oftentimes, the transition to being a teacher educator may involve shifts in identities, responsibilities, and opportunities. We advance a model for inducting and retaining teacher educators into the higher education landscape. Drawing on the findings of a collaborative autoethnography, we share how a multi-institutional and varied positionality community of practice (CoP) is an approach that can support teacher educators with learning how to navigate the roles and responsibilities associated with teaching, researching, and serving in teacher preparation programs. We operationalize how this type of community of practice can be replicated. Keywords: teacher educator learning, communities of practice, induction, retention, higher education