Becoming a teacher-educator and the role of pedagogical praxis

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Published on: February 19, 2026

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ABBIE CAIRNS, INITIAL TEACHER EDUCATION, UNIVERSITY CENTRE COLCHESTER, UK Introduction This article offers a research-informed review of teacher-educator identity with reference to pedagogical praxis in UK initial teacher education (ITE). Pedagogical praxis is positioned as reflection and intentional action, combining theory and practice (Freire, 1970), encouraging teacher-educators not only to apply strategies but also to critically examine why they use them and how these shape their professional identity. Drawing on a self-study, the article explores how pedagogical praxis informs teacher-educator identity. This article situates teacher-educator identity within an equity-focused framework. By exploring identity formation through pedagogical praxis, it seeks to foreground equity as both a structural and a relational concern in teacher education, centring whose knowledge, experiences and voices are legitimised in teacher education. Literature review This literature review outli

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Becoming a teacher-educator and the role of pedagogical praxis

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