This book captures the excitement and difficulties of self-study of teacher education practices and places it at the forefront of approaches to practitioner inquiry. It explores the pedagogical relationship between prospective teachers and the teacher educator.

The nature of the knowledge of teacher education practice that is developed from the study is conceptualized as a series of tensions that influence teacher educators’ learning about their practice. The book illustrates how the notion of tensions can act as an important means for both analyzing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.