How does meaningful learning occur in teacher education and what conditions make this process possible? This presentation will examine types of experiences that provoke a loss of certainty in teacher candidate’s perceptions in of what constitutes ‘good teacher practice’. These moments, produced through affective jolts to thought, create a pedagogical potential for teacher candidates to disrupt their perceptions and memories of what constitutes good practice and in doing so, provoke new and alternate potential for teacher practice.
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