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
Ek, Andrew and Macintyre Latta, Margaret A.
"Preparing to Teach: Redeeming the Potentialities of the Present Through "Conversations of Practice","
Education and Culture: Vol. 29
Available at: https://docs.lib.purdue.edu/eandc/vol29/iss1/art7