Share Paper: Teacher educators' perceptions regarding pedagogical innovation: three modes of existence
Abstract: This study examines teacher educators' perceptions regarding pedagogical innovation in the information era. Twenty-seven semi-structured interviews were analyzed using three modes of existence that compose their professional identity regarding pedagogical innovation: being, the conceptual component; doing, the practical component; and having, the environmental support component. Findings show that demands in the digital age compel teacher educators to reexamine their professional identity and technology-integrated teaching. Institutional support was also vital for professional identity construction. Findings assist in constructing professional identity of teacher educators that train preservice teachers as entrepreneurs and leaders of pedagogical innovation.