Hope, engaged pedagogy, and educating teachers as transformative intellectuals

Abstract

In this commentary article, the authors discuss the significance of conceptualising teacher education as critical, intellectual work both for student teachers and the educators who support their professional learning. As former classroom teachers and current researchers and teacher educators, the authors position the current socio-political landscape in Aotearoa New Zealand as concerning for the field of education, but also recognise that in moments of upheaval there are opportunities for hope and change. Rather than allowing shrinking resources to narrow our scope, we believe it is a significant moment to assert a belief that all students in Aotearoa deserve to be taught by engaged, transformative educators.