"Surrendering to curiosity": impacts of contemplation for resisting rationalized experience in teacher education

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dc.contributor.authorPelech, Sharon
dc.contributor.authorKelly, Darron
dc.date.accessioned2019-06-02T22:23:24Z
dc.date.available2019-06-02T22:23:24Z
dc.date.issued2017
dc.descriptionOpen access articleen_US
dc.description.abstractThe authors explore what constitutes contemplative space in the context of teacher education and how free space can be created so preservice teachers experience contemplative learning practices amidst the intensified and alienating processes they have often experienced within their own education. Through data collected from student projects and semi-structured interviews, the authors explore a hermeneutic perspective on and analysis of teacher education and how providing opportunities to experience contemplative space helps deepen student understanding of education leading to a further, intersubjective form of thinking. Students described the uniqueness of the experience that was characterized by dialogic opportunities wherein they had occasion to “contemplate together” through inclusive and non-coerced communication. They shared knowledge, experience, perspective, and opinion as participants in a practice aimed at mutual support in the pursuit of insight. Findings show that preservice student teachers recognized the object of contemplation was far less important than the orientation and conditions under which they contemplate. The authors’ findings spur hopefulness that contemplative space in teacher education will better equip subsequent generations of teachers to counter the marginalization inherent in rationalized schooling.en_US
dc.description.peer-reviewYesen_US
dc.identifier.citationPelech, S., & Kelly, D. (2017). "Surrendering to curiousity": Impacts of contemplation for resisting rationalized experience in teacher education. European Journal of Curriculum Studies, 4(1), 570-583.en_US
dc.identifier.urihttps://hdl.handle.net/10133/5385
dc.language.isoen_USen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Lethbridgeen_US
dc.publisher.institutionMemorial University of Newfoundlanden_US
dc.subjectTeacher educationen_US
dc.subjectContemplationen_US
dc.subjectInterpretive researchen_US
dc.subjectRationalizationen_US
dc.subjectHermeneuticsen_US
dc.subjectStudent teachers
dc.subjectContemplative spaces
dc.subject.lcshTeachers--Training of
dc.title"Surrendering to curiosity": impacts of contemplation for resisting rationalized experience in teacher educationen_US
dc.typeArticleen_US
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