Building teacher educator capacity: Exploring the impact of Oregon's Teacher Educator Institute

This study investigates the impact of a year-long professional development initiative—the Teacher Educator Institute (TEI)—designed to enhance educator preparation faculty’s social, emotional, and cultural competencies and integration of culturally responsive social and emotional learning (SEL) and relational, asset-based teaching practices. The TEI engaged 32 faculty from 15 educator preparation programs across one U.S. state in sustained collaborative learning over five virtual sessions and two in-person convenings. Using a convergent mixed-methods design, we analyzed pre- and post-TEI survey data alongside open-ended reflections. Quantitative findings demonstrated significant gains in faculty competencies and self-efficacy for integrating culturally responsive SEL. Qualitative analyses indicated that facilitator modeling, practical tools, and a statewide community of practice supported learning and reduced isolation, while scheduling, virtual delivery, and local contextualization constrained participation. Findings suggest that to change teacher preparation, professional development must move beyond content knowledge to foster shared language and cultivate deep collegial networks across education preparation programs.