Abstract
We teach in the Education Faculty of an Australian university. Rachel teaches mainly in pre-service teacher education programs while Allie teaches in adult education programs. This chapter marks an evolution of our interest in, and attention to, emotions in our teaching practice across our different sites of practice. It was propelled by our earlier interests in examining how our sense of being present during our teaching allowed us to attend to particular dimensions and to improvise as a facet of our pedagogy.
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Forgasz, R., Clemans, A. (2014). Feeling. In: Taylor, M., Coia, L. (eds) Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-686-8_5
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DOI: https://doi.org/10.1007/978-94-6209-686-8_5
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