Abstract

Two teacher educators collaboratively established and articulated common understandings and shared language (Loughran, 2006) about teacher education. These understandings and shared language were articulated through the establishment of a common overarching course goal within both literacy and mathematics methods courses focused on the development of preservice teachers’ professional identities. A common student written reflective piece within both courses was implemented. Throughout the course experiences, the teacher educators collaborated based on weekly meetings and instructor reflective processes. The purpose of this article is to share knowledge acquired through these experiences.