ABSTRACT
The process of teaching and learning itself – that which remains hidden in those “other” courses – must not only come to light but become the substance of the educative endeavour. That is, teaching in teacher education should include more than teaching about teaching as content, as an abstract entity, separate and separated from prospective teachers’ own learning experiences as students preparing to teach. It is the focus on that “hidden” aspect that invites a conversation… [through which we might] encourage students to identify and discuss the messages embedded in the explicit, implicit, and null curricula both in and of learning to teach…. [However], it is not likely to be comfortable…instructors will be asked to subject their practice to critical examination. Students will be placed in the position of publicly questioning the practices of instructors… Indeed, asking a teacher education program to promote critical and public reflection on its own practices necessitates a level of educational courage not often evident in current conceptualizations of the teaching/learning environment… [but] it is precisely that kind of courage that would result in student teachers becoming students not only of education but of their own education.
