In this article, the author argues that critical work in teacher education should begin with teacher educators turning a critical eye on their own practices. The author uses Leskos conception of contingent, recursive growth and change to analyze a lesson he observed as part of a phenomenological study aimed at understanding more about what it is like to cultivate tact in teaching practice. The author discusses two sets of practical considerations for teacher educatorsone centering on times teacher educators are struck by something when observing teacher candidates and the other on times teacher educators miss something. This analysis suggests that preparing critical middle grades literacy teachers demands that the teacher educator proceed with a healthy dose of contingent, recursive humility.
- Early adolescence