This paper examines the practice and professional development of teacher educators engaged in diversity pedagogy in Canadian teacher education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through the lens of Egbo’s (2009) seminal text, Teaching for Diversity in Canadian Schools. These critical reflections provide the basis to contextualize praxis-oriented teacher education practices in rural and in urban contexts. Specifically, the discussions focus on how diversity pedagogy informed curriculum development and promoted trans-disciplinary educational praxis. These transformative frameworks provided the teacher educators with the necessary knowledge base and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers. Cet article examine les pratiques et le développement professionnel des professeurs formateurs d’enseignants qui sont engagés en pédagogie diversifiée dans les programmes canadiens de formation des enseignants. À l’aide d’un examen de réflexion combiné à une auto-évaluation des pratiques d’enseignement et des pratiques de formation des enseignants, trois éducateurs discutent la complexité de leur recherche et de leurs expériences d’enseignement à travers le prisme du texte de référence d’Egbo (2009), Teaching for Diversity in Canadian Schools. Ces réflexions critiques présentent une base pour mettre en contexte les pratiques de formation d’enseignants orientés vers la pratique dans des contextes ruraux et urbains. Plus particulièrement, les discussions se concentrent sur la manière dont la pédagogie diversifiée a informé le développement des programmes d’études et favorisé la pratique éducative transdisciplinaire. Ces cadres transformatifs ont donné aux professeurs formateurs d’enseignants la base de connaissances et la mobilisation des connaissances pour introduire la marginalisation, l’oppression et l’aliénation des populations sous-représentées aux enseignants en formation ainsi qu’à ceux qui ont déjà pris du service.

Research methods courses often tend to focus on transferring technical information to students rather than offer a more dialogical approach to learning (Barraket, 2005; Kilburn et al., 2014). By drawing on the concept of self-study (Bullough & Pinnegar, 2001), through personal journals and retrospective reflections, this paper explores learning activities introduced in three teacher education graduate research methods courses to support student learning beyond the mastering of research skills or techniques. Narratives of three teacher educators illustrate how teacher candidates can dialogically reflect on research-related topics with peers, bring questions forward for discussion in class and online, apply their emerging technical research skills through collective analysis of a situation, and grow collective knowledge. Teacher candidates recognize the importance of research in their work, although their passion for conducting research is influenced by varied constraints, including research design, programmatic and personal limitations.

Supplemental Digital Content is available in the text.