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Grounded in the social theory of learning, it uses interview data and participants’ personal reflections to show professional learning through interaction with teachers and teacher educators, negotiating and refining their “enterprise,” and building knowledge and skills in communities of practice. Findings inform preparation and development of future teacher educators in higher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-to-become-teacher-educators-part-6-academic-article-summary/593588/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-to-become-teacher-educators-part-6-academic-article-summary/593588.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about teacher educators-in-training?","Question",{"text":112,"@type":113},"It investigates how three PhD students learned to become teacher educators, and what opportunities and obstacles are embedded in that learning process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical perspective guides the study?",{"text":117,"@type":113},"The study is informed by the social theory of learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the participants develop their professional learning?",{"text":121,"@type":113},"They learn by interacting with different others, negotiating and tuning their enterprise, and developing a repertoire of knowledge and skills within communities of practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593588,1792166060,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 1 | Article 6 |\n| --- | --- |\n\n2015  \nLearning to become teacher educators: Testimonies of three PhD students in China  \nRui Yuan  \nThe Chinese University of HongKong, ericyuanrui@hotmail.com  \nRecommended Citation  \nYuan, R. (2014). Learning to become teacher educators: Testimonies of three PhD students in China. Australian Journal of Teacher Education, 40 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss1/6](http://ro.ecu.edu.au/ajte/vol40/iss1/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss1/6](http://ro.ecu.edu.au/ajte/vol40/iss1/6)  \nAustralian Journal of Teacher Education  \nLearning to become teacher educators: Testimonies of three PhD students in China  \nRui Yuan  \nThe Chinese University of Hong Kong  \nAbstract: While there has been an increasing number of graduate students who enter teacher education after obtaining a higher research degree (e.g., PhD or EdD), scant attention has been paid to their professional learning as prospective teacher educatorsin higher education. To fill this gap, this study, informed by the social theory of learning, investigates how three PhD students learned to become teacher educators in a university in China. Drawing on the data from interviews and the participants’personal reflections, the study shows that the participants engaged in professional learning by interacting with different others (e.g., teachers and teacher educators), negotiating and tuning their enterprise, and developing a repertoire of knowledge and skills in their communities of practice. The study generates some implications for both teacher education and higher education in preparing and developing future teacher educators.  \nKey words: graduate students; teacher educators; the social theory of learning  \nIntroduction  \nOver the recent years, in some contexts like the USA, Australia and China, there has been an increasing number of graduate students who enter teacher education after obtaining a higher research degree (mostly PhD or EdD) (Kosnik, et al. 2011; Mayer, Mitchell, Santoro, & White, 2011; Zeichner, 2005) . These graduate students, who can be regarded as “pre-service teacher educators”, learn how to practice teacher education through a wide range of teacher education activities (e.g., teaching and practicum supervision) in different higher degree programs housed in faculty/departments of (teacher) education or other related subject disciplines (e.g., Mathematics or English) in universities (Wilson, 2006) . To date, scant attention has been paid to how graduate students learn to become teacher educators and what opportunities and obstacles are embedded in their learning processes (Viczko & Wright, 2010) . There is also a paucity of research on what professional support and guidance is present or absent in their learning, and whether and how they are prepared to meet the various challenges as future teacher educators. As Zeichner (2005) argues for “the special  \nVol 40, 1, January 2015 94  \nAustralian Journal of Teacher Education  \nresponsibility” of higher education institutions “in preparing the new generation of teacher educators”(p. 123), it is important to examine graduate students’ initial learning experiences in teacher education, which could serve as a powerful force in shaping their professional practice over their careers as teacher educators (Dinkelman, Margolis, & Sikkenga, 2006) . To this end, the present study seeks to investigate how three PhD students learned to become language teacher educators in a university in China in order to shed light on the complexities of their professional learning in teacher education as well as the possible opportunities and challenges involved.  \nLearning to become teacher educators  \nOver the past decade, the professional development of teacher educators has become an emerging subject of research and discussion, with particular attention paid to no","cbCaioiwSMf8eeLS","https://ap.wps.com/l/cbCaioiwSMf8eeLS","pdf",169103,24,"English","# Introduction\n## Learning to become teacher educators","[{\"question\":\"What question does the study address about teacher educators-in-training?\",\"answer\":\"It investigates how three PhD students learned to become teacher educators, and what opportunities and obstacles are embedded in that learning process.\"},{\"question\":\"What theoretical perspective guides the study?\",\"answer\":\"The study is informed by the social theory of learning.\"},{\"question\":\"How do the participants develop their professional learning?\",\"answer\":\"They learn by interacting with different others, negotiating and tuning their enterprise, and developing a repertoire of knowledge and skills within communities of practice.\"}]","Learning to become teacher educators - Part 6 - Academic article summary | PDF",1792077528]