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\n\n| Volume 12 | Issue 1 | Article 7 |\n| --- | --- |\n| Fall 09-20-2021\u003Cbr>Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education\u003Cbr>Gillian Judson\u003Cbr>Simon Fraser University, [gcj@sfu.ca](gcj@sfu.ca)[ ](gcj@sfu.ca)Ross Powell\u003Cbr>Surrey School District, [powell_r@surreyschools.ca](powell_r@surreyschools.ca)[ ](powell_r@surreyschools.ca)Kelly Robinson\u003Cbr>Surrey School District, [kelly_robinson@sfu.ca](kelly_robinson@sfu.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2021.1.10793](https://doi.org/10.5206/cjsotlrcacea.2021.1.10793) |  |\n\nRecommended Citation  \nJudson, G., Powell, R., & Robinson, K. (2021). Educating perfinkers: How cognitive tools support affective engagement in teacher education. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2021.1.10793](https://doi.org/10.5206/cjsotlrcacea.2021.1.10793)  \nEducating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education  \nAbstract  \nOur intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009) . It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.  \nNotre intention est de partager nos expériences vécues en tant que formateurs et formatrices d’éducateurs et d’éducatrices en employant la pédagogie de l’éducation imaginative. Nous souhaitons illuminer l’influence de l’éducation imaginative sur nos étudiants et nos étudiantes, ainsi que notre propre vigilance affective, et que les lecteurs ressentent la possibilité de cette pédagogied’enseignement et d’apprentissage. Inspirés par les publications et la praxis de recherche du métissage (Chambers et al, 2012; Hasebe-Ludt et al, 2009; Hasebe-Ludt et al, 2010), nous offrons ce texte polyphonique comme un tissage de nos voix discrètes et collectives en tant que formateurs imaginatifset formatrices imaginatives d’enseignants et d’enseignantes. Notre texte reflète un processus relationnel qui nous invite, en tant que rédacteurs, rédactrices et collègues, à mieux nous comprendre les uns les autres et à mieux comprendre nos pratiques en tant que formateurs et formatrices en éducation imaginative (Hasebe-Ludt et al, 2009) . Il nous permet également de partager avec d’autres praticiens nos luttes, nos questions et nos triomphes alors que nous donnons un sens à notre praxis individuelle et collective : de quelle manière la théorie de l’éducation imaginative informe-t-elle notre pratique et comment notre pratique informe-t-elle notre compréhension de la théorie de l’éducation imaginative. Ce texte, tout comme la philosophie de l’éducation imaginative, invite de nombreuses possibilités hétérogènes.  \nKeywords  \npedagogy, teacher education, imagination, métissage, praxis, curriculum, curriculum design; pédagogie, formation des enseignants et des enseignantes, imagination, métissage, praxis, programmed’études, conception de progra","cbCaisZFYMEreun5","https://ap.wps.com/l/cbCaisZFYMEreun5","pdf",230481,"English","# Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education\n## Abstract\n## Keywords","[{\"question\":\"What is the paper’s main intention?\",\"answer\":\"To share lived experiences as educators of educators using Imaginative Education (IE) pedagogy, and to illuminate IE’s influence on affective alertness for both students and educators.\"},{\"question\":\"How do the authors structure the text?\",\"answer\":\"They offer a polyphonic, métissage-inspired text that weaves together discrete and collective voices through a relational writing process.\"},{\"question\":\"What role do affect and emotion play in the authors’ approach?\",\"answer\":\"Acknowledging feeling as central to meaning-making, the approach emphasizes emotional dimensions of learners and learning, positioning IE as elevating affective alertness in both students and educators.\"}]","Educating Perfinkers - Article 7 - How Cognitive Tools Support Affective Engagement in Teacher Education | PDF",1792082587]