ABSTRACT Space is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, we specifically focus on “mapping” space as our approach to developing a critical embodied pedagogy. In particular, we highlight one White female preservice teacher’s spatial experience in a homeless shelter. We discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs.

中文翻译：

---

从空间视角（重新）思考职前教师的实地经验

摘要 空间与在教师教育计划中和通过教师教育计划进行的学习和教学是分不开的。在本文中，我们试图说明在职前教师现场安置中使用空间镜头如何为他们提供机会提出问题并更多地了解自我、他人的话语建构和理所当然的观念之间的关系。的学习和教学。在帮助职前教师对他们在现场的空间体验进行批判性反思时，我们特别关注“映射”空间作为我们开发批判性具体教学法的方法。我们特别强调了一位白人女职前教师在无家可归者收容所的空间体验。