Search results for: Garcia Justin A.

Using a phenomenological lens, the authors argue that this approach to teacher education is flawed in two respects: (1) the intellectualist approach misses prepropositional forms of meaningful coping and dealing with an environment that define everyday teaching and (2) does not adequately describe what constitutes “excellence.” In conclusion, they suggest teacher education curricula shift from promoting teaching as critical self-reflection to promoting tactful coping.