'Going wild with placement': exploring a model of engagement in individual, dyadic and team reflective practice in the context of collaborative self-study supporting teacher educator critical reflection, interrogation of practice, professional learning, collaboration and the scholarship of teaching and learning

This paper explores the relationship between reflective practice in the context of self-study and the generation of professional knowledge of and for teacher education. Ten teacher educators engaged in individual self-reflection and shared critical reflection in dyads and as a team focused on their professional practice in supporting and assessing student teachers engaging in professional placement online. The study highlights the multi-faceted role of teacher educators and interrelated elements that are inherent to their practice, notably critical reflection, professional learning, collaboration, and engagement in research and scholarship of teaching and learning. We propose a reflective practice model that encompasses and provides a context for each of these elements comprising critical reflection on and interrogation of teaching practices supporting professional learning and teacher educator collaboration within a community of practitioner-researchers engaged in research and the scholarship of teaching and learning. Identifying the key environmental and systemic factors which appeared to facilitate teacher educator reflective practice, we propose that this model of shared reflective practice in the context of collaborative self-study can support the professional learning of higher education teachers through reflection within and on practice leading to personal and community knowing and transformation through the scholarship of teaching and learning.