Description
Book SynopsisIntern Teachers Using Currere: Discovering Education as a River is about a new way of grounding students in teacher preparation programs that allows them to access their previous experiences and concepts of education as the basis for developing their individual understandings of curriculum in the fullness of its meaning. Currere is shown as a remarkable process that can have a tremendously positive influence on a teacher's developing identity, her understanding of lived curriculum, and her emerging recognition of pedagogy.
The metaphor of a river is used to open up the phenomenon of using Currere to understand curriculum through various sources that reveal relationships with language, dwelling, identity, and hermeneutic phenomenology. The initial themes that arise include moments, in-between spaces, abundance, resilience, and the flow of lived experience. Further conversation and interpretation reveal deeper pedagogical themes, including naviga
Trade Review
“With the metaphorical force and tranquility of a river, you will be brought into this phenomenological journey with intern teachers using Currere to understand curriculum. The author is a creative navigator through the various tributaries of this metaphorical river who helps return her fellow travelers to the wellspring of their existence as teachers. This book is a must read for all teacher educators and teachers in preparation, as well as teachers in the field. Prepare for a phenomenal ride to what calls YOU to teach!” —Francine Hultgren, Professor and Chair, Department of Teaching and Learning, Policy and Leadership, University of Maryland
“Leslie L. Palmer’s phenomenological study of intern teachers using Currere is an extraordinary description of a teacher educator’s effort to bring deep insight and understanding to the learning of aspiring teachers. Palmer is a gifted writer, and this is a compelling story of her work and their learning to teach.’” —David Imig, Senior Fellow, Carnegie Foundation, Stanford; President Emeritus, American Association of Colleges for Teacher Education; Professor of the Practice, University of Maryland
Table of Contents
Acknowledgments – Introduction – Catching the Currents of Currere to Discover Lived Curriculum – Currere: Running the Course of Lived Curriculum – Philosophical Currents That Guide the Phenomenological Exploration of Curriculum as Currere – Currere as Wellspring Toward Understanding Curriculum – Living Currere: Envisioning the Future, Returning to the Source, and Embracing the Present – Index.
