This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.
Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits
