Interweaving pedagogies of care and inquiry: Tensions, dilemmas and possibilities

Abstract

This article reports a collaborative, participatory self-study designed to examine the practices and experiences of a teacher educator (Janice) and her students with the support of critical dialogue partners (Cynthia and Feda). We explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and a pedagogy of inquiry in a mathematics methods course. We share these tensions and possibilities from the perspective of the teacher educator and her students during the course, following seven students into the practicum field experience and one student (Sarah) into her first year of teaching. © 2010 Taylor & Francis.