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.
Project Muse URL
http://muse.jhu.edu/journals/education_and_culture/v029/29.1.ek.html
Recommended Citation
Ek, Andrew and Macintyre Latta, Margaret A.
(2013)
"Preparing to Teach: Redeeming the Potentialities of the Present Through "Conversations of Practice","
Education and Culture: Vol. 29
:
Iss.
1,
Article 7.
Available at:
https://docs.lib.purdue.edu/eandc/vol29/iss1/art7