Tertiary teaching: Reflecting on human change and influence from the crucible
Kelly, J. (2011). Tertiary teaching: Reflecting on human change and influence from the crucible. International Journal of Equity and Innovation in Early Childhood, 9(1), 90–104.
Permanent Research Commons link: https://hdl.handle.net/10289/9029
This article draws on the metaphor of ‘a crucible’ to describe the tertiary classroom context, where I work in initial teacher education with early childhood education (ECE) student teachers. Stories are told about the classroom participants (students and an educator) in an attempt to find meaning in terms of development, both the students and mine. This storytelling highlights ongoing questions for me about the impact of what happens in the classroom we bring our selves to, and the significance of informed actions for social justice for teachers and teaching. In telling these stories I highlight my deepening understanding of education pedagogy, and perception of myself as a teacher, a practitioner of human influence and change. I hope that these stories echo and illuminate the experiences of other educators as they too seek to understand their practice.
Centre for Equity and Innovation in Early Childhood
This article has been published in the journal: International Journal of Equity and Innovation in Early Childhood. Used with permission.
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