Department of Teaching, Learning and Teacher Education
Date of this Version
2013
Citation
Education and Culture 29 (1) (2013): 84–104
Abstract
A prospective teacher and a teacher educator enter into a yearlong conversation seeking greater curricular physicality and materiality within its enactment. Dewey’s (1938) temporal educative relation of teaching and learning as an ever-present process is helpful, asking both parties to dwell mindfully at the intersections of teaching/learning situations and interactions. Attention turns to the lived curricular features and consequences of preparing teachers to teach as an ever-present process. The role and place of self-other negotiation is illuminated within curricular enactment, giving expression to teaching/learning as an ever-present process. Pedagogical significances are redeemed through greater teaching mindfulness of the temporality at play within the present.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Published by Purdue University Press. Used by permission.