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Teacher educators work across universities, districts, schools, and networks — often without a shared place to think, write, and learn together. The Teacher Educator Exchange exists to build that place: open stories, practical tools, honest readings of the field's ideas, and a community that treats teaching teachers as a practice worth studying.
Why the Exchange exists
Most people who teach teachers arrived in the role without formal preparation for it. They were strong teachers, then researchers, then mentors, then coordinators — and somewhere along the way they became responsible for other people's learning to teach, usually with no map and no colleagues doing quite the same work.
The knowledge exists. It sits in dissertations, conference sessions, academic journals, and books, but mostly in the heads of practitioners who never had reason to write it down. The Exchange was built to move that knowledge — to make it findable, usable, and answerable by other practitioners.
We are not a journal, and we are not a blog. We publish first-person accounts of practice, tools you can put on a table tomorrow, readings of the field's important resources, and conversations that stay open long enough to change someone's mind.
What we publish
About the founder
The Exchange began with a question Brandon first considered over 20 years ago when he began his doctoral program: Who prepares the teacher educators? After years of teaching methods courses, supervising clinical practice, mentoring doctoral students, and studying how people learn the work of teacher education, the pattern became difficult to ignore. Too often, people step into the responsibility of teaching teachers with substantial experience and expertise, but relatively little intentional preparation for the work itself.
Brandon's work is grounded in self-study of teacher education practices — a tradition that takes seriously the idea that practitioners can study their own teaching rigorously, learn from that inquiry, and make what they learn available to others. That commitment shapes what the Exchange publishes: accounts of practice that are specific, reflective, evidence-informed, and open about their context and limits.
Alongside the Exchange, Brandon serves as a Professor of Social Studies and Teacher Education at Old Dominion University, writes about teacher educator preparation and self-study methods, and serves as a journal and book series editor.
Exchange Fellows
Teacher educators who write for the Exchange, advise on its direction, review submissions, contribute toolkits, and consult with partner institutions.
Founding Partners
Universities, publishers, professional organizations, and networks that helped launch the Exchange — by contributing content, convening members, or opening resources to the field.
Write a story, contribute a toolkit, offer a perspective, or join a conversation. Membership is free.