*Teacher Student Relationship

This paper reflects the feelings, efforts, difficulties, and frustrations of an education professor who re-examined his attempts to develop an approach to pedagogy that is autobiographical. dialogical, and collaborative, in which the curriculum is built around students ' experiences and centered on student voice. The experiences recounted focus on a course entitled "Advanced Child Development for Teachers, " a university requirement for inservice teachers studying for their master's degree. The primary goal of the course was that students would come to terms with the possibility of learning as a constructivist process that includes the active participation of the learner in the process of meaning-making. A second goal was that the teachers become conscious of themselves as teacher-researchers, rather than as passive recipients of received wisdom about pedagogy. The classroom was intended to foster a nurturing environment; the assignments included a reflective dialogue journal. The paper presents excerpts from the journals of both students and professor. The excerpts reveal the difficulties involved in developing a self-reflexive pedagogy and the professor's feelings of failare and inadequacy. (JD) Reproductions supplied by EDRS are the best that can be made from the original document. Self-reflexive pedagogy: A narrative inquir