ABSTRACT
In this chapter we illustrate the development of our pedagogies of teacher education grounded in our work with mindfulness approaches. To do this, we explore some aspects of how we built our critical friendship and the links between our critical friendship and the development of new pedagogies of teacher education. Drawing on the work in intimate scholarship, we shed light on some of the formative stages of our critical friendship. We then discuss how our experiences with using mindfulness practices further informed the development of our critical friendship, and how our critical friendship helped to reframe our thinking about teacher education. We conclude by suggesting that our roles as academic administrators continue to be informed by the work that we have put into thinking about teacher education through our critical friendship.
