Currere and Teacher Knowledge
|Teacher education, be it pre-service or in-service, has been, and to a large extent continues to be, grounded on an inadequate understanding of not only what constitutes teacher knowledge but also of how that knowledge is acquired. However, conceptualizing teacher knowledge is a complex issue that touches upon understanding key phenomena such as how teachers make sense of their teaching during their teaching, as well as the way teachers' knowledge is put into practice in the classroom (Guerriero, 2014). In this exploratory paper, I re-envision teacher knowledge as teacher understanding, emphasizing teacher subjectivity at the core, characterized by historically embodied, temporally and spatially entwined, meaningfully constellated, ontological disclosure of the teacher's being in the world. Such an understanding dwells between theory and practice, the personal and social, past and present, rational thinking and feeling, feeling and imagining, toward constituting an intellectual, ethical, aesthetic, intuitive grasp of self, students, and teaching.
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