Abstract

One of us is a teacher educator (Margaret) and the other is a prospective teacher (Andrew). In our experiences within these roles, we increasingly see and hear little educative concern for the epistemological question "What counts as knowledge?" alongside the ontological question "What does it mean to be a teacher in classrooms?" Instead of grappling with these questions, curricular enactment in many classrooms proceeds through tightly controlled conditions with criteria that insist on pre-determined management modes with little time or space for teachers to ask what ought to count as knowledge or what teaching for student understanding might feel and look like in practice. At the same time, many teachers are ..