Department of Teaching, Learning and Teacher Education


Date of this Version

January 2005


Published in Teaching and Teacher Education 21 (2005), pp. 649–660. © 2005 Elsevier Ltd. All rights reserved. Used by permission.


Gaining access to the inherent relational complexity of teaching/learning situations is essential to learning to teach. As teacher educators our work with prospective teachers indicates that opportunities to develop the capacity for relational knowing are increasingly being denied and dismissed. Specifically, we are concerned with what we perceive to be a flight from the experience of relational complexities, demanding constant discernment in the concrete situated dimensions of teaching and learning, into representative certainty and singularity in ways of seeing, thinking, and doing in classrooms. This paper documents this concern and explores the consequences of such disregard.