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Interest in teacher educator research continues to grow with a focus on the influence of identity development on educator practices in teacher education programs. Scant in the research, however, is an awareness about how life experiences with marginalization contribute toward the development of teacher educators’ identities, particularly those focused on social justice, inclusion and individual dignity. In this study, collaborative autoethnography, an emerging qualitative method involving two or more researchers sharing their personal and professional narratives around particular topics, is utilized to explore the individual and collective experiences with marginalization of five teacher educators, and the influences of these experiences on their professional identities and teaching practices in education preparation programs in the United States. Implications for research and practice are discussed.

Re(framing) identity: teacher educators’ experiences with marginalization