Abstract

This article works with autobiographical methodologies such as those proposed and propagated by Madeleine Grumet and William Pinar (1975 Pinar, W. (1975). The method of “currere” [Conference presentation]. Annual Meeting of the American Research Association, Washington, DC, United States. [Google Scholar], 2004 Pinar, W. (2004). What is curriculum theory? Lawrence Erlbaum Associates. [Google Scholar]) to examine and critique the role that an emphasis on learning plays in early childhood teacher education. The authors are an instructor and a student in a course called Foundations in Early Childhood Education. They draw on their life experiences prior to, during, and after the course as data that help them understand how moving away from what Biesta (2017 Biesta, G. J. J. (2017). The rediscovery of teaching. Routledge.[Crossref] , [Google Scholar]) has problematized as the “learnification” of education might be aided by a return to and ongoing work on autobiography. The authors describe how themes specifically related to loss can be highlighted in a way that enriches personal educational experience and also enhances the psychodynamic and moral capacity of the teacher education trajectory.

摘要

本文适用于自传方法，例如Madeleine Grumet和William Pinar（1975年）提出和传播的方法。 皮纳尔（Pinar，W.）（1975）。“课程”的方法[会议演示]。美国研究协会年会，美国华盛顿特区。 [Google Scholar]，2004年 Pinar，W.（2004年）。什么是课程理论？ 劳伦斯埃尔鲍姆律师协会。 [Google Scholar]），研究并批评重视学习在幼儿教师教育中的作用。作者是“幼儿教育基础”课程的讲师和学生。他们利用课程之前，期间和之后的生活经验作为数据，以帮助他们了解如何远离Biesta（2017 比耶斯塔，GJJ（2017）。教学的重新发现。Routledge。[Crossref] 和[Google Scholar]出现了问题，因为自传的回归和正在进行的工作可能有助于教育的“学习”。作者描述了如何以丰富个人教育经验，增强教师教育轨迹的心理动力和道德能力的方式突出显示与损失特别相关的主题。