ABSTRACT
In this chapter, the author follows Ted Aoki by lingering in the space of curriculum and pedagogy, finding pause, and dwelling in the sounds of teaching and learning in teacher education. He weaves together his experience as a student and teacher, thinking and theorizing new curricular lines of movement, with a reflection on pedagogical being. Much like Phelan, the author turns to curriculum theorizing to re-vitalize teacher education through various curricular lines of movement, including his teacher identity, the question of curricular origins, and Aoki's bridge between curriculum-as-plan and curriculum-as-lived. In his theorizing, especially bridging curriculum-as-plan and curriculum-as-lived, the author found that Aoki addressed the challenges of technicized curricular implementation with possibilities from the ontological and theological. Authentic temporality in teacher education speaks to the unfolding biography of the teacher candidate with the unfolding history of the teacher, the education programme, and the wider society.
