Despite calls for more attention to the preparation of those who prepare teachers, there have been few examples of institutionally sanctioned and structured learning opportunities created to equip faculty with the knowledge and skills necessary to become effective teacher educators. In this paper, we describe a cross-disciplinary and collaborative initiative that involves shadowing of colleagues as a means of supporting the professional learning of science teacher educators. We illustrate the unique affordance of this model and highlight our professional learning across multiple dimensions: cognitive, practical, relational, and emotional. We illustrate how shadowing can support the learning of faculty at different career stages and from different disciplinary backgrounds and entry points to teacher education through a series of vignettes of shadowing in a variety of course contexts. Finally, we offer considerations for the transferability of our model to other institutions and contexts, and how further research conducted in the context of shadowing could help deepen our understanding of the knowledge base of science teacher educators and how this knowledge is developed.

尽管呼吁更多地注意准备教师的人的准备，但很少有实例说明了制度上认可和有组织的学习机会，这些机会为教师配备了成为有效的教师教育者所必需的知识和技能。在本文中，我们描述了一种跨学科的合作计划，其中涉及同事的影子，以此作为支持科学教师教育者专业学习的一种手段。我们说明了该模型的独特功能，并强调了我们在多个层面上的专业学习：认知，实践，关系和情感。我们通过各种课程背景下的一系列遮蔽短片，说明了遮蔽如何在不同的职业阶段，从不同的学科背景和切入点到教师教育的过程中如何支持教师的学习。最后，我们考虑了模型向其他机构和环境的可移植性，以及在阴影环境下进行的进一步研究如何有助于加深对理科教师教育者知识库的理解以及如何发展这些知识。