From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons

This exploratory case study investigates the boundary-crossing learning patterns of 53 Chinese non-university-based teacher educators (NUBTEs) as they develop their second-order teaching competency by developing model lessons in a formal professional development (PD) program. The study identifies three patterns in the development process: a) Enhancing disposition by transforming identity from teachers to teacher educators; b) Enriching knowledge by coordinating between different sources; and c) Improving practice by reflecting on the feedback from stakeholders after engaging in teacher education tasks. These patterns jointly explicate NUBTEs' second-order teaching competency development process and indicate theoretical and practical implications for advancing NUBTEs’ professional learning. •We report one of the early studies on NUBTEs' second-order teaching competency development.•NUBTEs develop second-order teaching dispositions, knowledge, and practices through boundary crossing.•The model lesson is a boundary object for stimulating NUBTEs' second-order teaching competency development.•NUBTEs develop second-order teaching competency through identification, coordination, reflection, and transformation.•This study brings theoretical insights and practical implications for advancing NUBTEs' professional learning.