The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators.

这项研究的目的是探索我们如何通过协作式教学和研究实践建立并参与人际关系，从而成为教师教育者。通过将协作式自学作为方法论，方法论和根治学进行研究，我们与教学研究有关的数据（即小组会议，配对会议，反思日记）突出了协作式自学如何产生不断发展的有意义的实践，学习和关系的结果成为我们协作，敬业和创新的教师教育者。这项研究证明了将协作式自学与关系和非线性框架（如根瘤学）结合使用的潜力，以揭示成为教师教育者的不同且持续的理解。