This document discusses a study on school-based teacher educators' perceptions of their role in preservice teacher education programs. The study found that these educators often feel marginalized by universities, who they see as not valuing their expertise or experiences. They report poor communication from universities and feeling unsupported in their efforts to provide feedback on struggling preservice teachers. However, some school-based educators have developed stronger relationships with universities that make them feel more like partners in the process. The researcher concludes universities should work to recognize these educators' knowledge and perspectives to improve preservice teacher education programs and the support provided.

5. Asked more questions of myself and of the literature – then went back to the participants!