Teacher Educator Identity as a Relational Ontology: An Inquiry of the Entangled Self

Abstract

The purpose of this inquiry was to explore teacher educator identity as a relational ontology. The study is conceptually grounded in new materialism and employed self-study methodology to analyze the ways teacher educator identity was produced and enacted in relation to materiality. Findings suggest the entanglement with the internet and digital connectivity, a dependency upon things, and the consumption of things as elements of teacher educator identity. Recommendations for teaching practice and research are provided.

Keywords:

• teacher educator identity
• new materialism
• self-study
• teacher education
• materiality