ABSTRACT
Where might teachers’ interests be positioned in curriculum and pedagogy? While children remain foregrounded, teachers can be instigators, inspirers, responders, and extenders of children’s interests, using their own interests and related knowledge. I offer examples of ways teachers’ interests in curricular offerings added depth, richness, and conceptual knowledge to pedagogical decisions and interactions. These examples lead to broader discussion and debates about professional knowledge and early childhood teachers’ identity. I argue for inclusion of teachers’ interests, and a more complex conceptualisation of “teacher knowing” drawn on in all interactions.
