Toward a Pedagogy of Becoming: The Pitfalls and Potentials of Competing Chronologies

• In Event: Becoming Teaching Selves Within Shifting Sociohistorical Terrain

Abstract

As critical teacher educators, we find ourselves excited and perplexed in thinking about our pedagogical ways and relations working with preservice teachers as we grapple with our pedagogical beliefs and practices shaped by social, cultural, historical, and political narratives (i.e. public policy and education) or what britzman (2003) calls competing chronologies that seep into the realities of teaching. This critical case study attempts to better capture the discursive and dynamic influences in becoming a teacher and considers how to better prepare emergent teachers to navigate and challenge the competing chronologies (e.g. public policy, standardized testing) found in their emergent lives as teachers.

Authors

• Tracey Pyscher, University of Minnesota

• Brian Lozenski, Metropolitan State University