ABSTRACT Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.

中文翻译：

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教师教育中的紧张与关怀：艰难时刻的自学

摘要寻求提升社会正义观念并促进平等取向的师范教育者经常参与与学校教育，学生生活和教师工作有关的具有挑战性和争议性的问题。解决公平问题和有争议的话题可能是具有挑战性的，并且对学生和教师教育者都充满了紧张气氛。这项自学的目的是从关于在职教师的研究生课程中发生的关于某个问题的课堂讨论（即课程和教室中的性别规范）的关键事件中获得洞见。鉴于该问题的不同观点，这一关键事件代表了具有挑战性的教学时刻。定性探究基于LaBoskey的框架元素进行自学。分析中使用的概念框架是Berry在师范教育中的紧张态度和Noddings的照护伦理。研究结果表明，紧张的时刻，课堂讨论可以通过以下方式有效地促进：（a）教师教育者承认所讨论的内容可能具有政治和个人意义；（b）公开讨论有争议的问题的目的是分享和学习，而不是灌输教义；（c）认识到在继续进行有关有争议问题的讨论时，在教学上是徒劳的。提供了对教学实践和研究的启示。研究结果表明，紧张的时刻，课堂讨论可以通过以下方式有效地促进：（a）教师教育者承认所讨论的内容可能具有政治和个人意义；（b）公开讨论有争议的问题的目的是分享和学习，而不是灌输教义；（c）认识到在继续进行有关有争议问题的讨论时，在教学上是徒劳的。提供了对教学实践和研究的启示。研究结果表明，紧张的时刻，课堂讨论可以通过以下方式有效地促进：（a）教师教育者承认所讨论的内容可能具有政治和个人意义；（b）公开讨论有争议的问题的目的是分享和学习，而不是灌输教义；（c）认识到在继续进行有关有争议问题的讨论时，在教学上是徒劳的。提供了对教学实践和研究的启示。