#291: Child-Adult Interviews as Sites for Relational Transformation

Teaching is inherently relational, yet structures of schooling often create distance between teachers and children, making it difficult to authentically listen and find connection. We explore new configurations of adult-child interviews in math and science with a focus on creating spaces for listening and mutuality. We find that these configurations provide opportunities for prospective teachers to be amazed by children’s brilliance, to reconsider their teaching practice, and to engage in playful, reciprocal exchanges with children.