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Preparing to Teach: Redeeming the Potentialities of the Present Through "Conversations of Practice"

From: Education and Culture
Volume 29, Number 1, 2013
pp. 84-104 | 10.1353/eac.2013.0000



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.

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