LAUSR

Abstract As teachers we often ask learners to be vulnerable and yet present ourselves as high status, knowledgeable experts, often with pre-prepared scripts. This paper investigates the metaphoric notion of “intellectual streaking” – the nimble exposure of a teacher’s thought processes, dilemmas, or failures – as a way of modeling both reflection-in-action and resilience. While there is a tension between credibility and vulnerability, both of which are necessary for trust, we argue that taking a few risks and revealing deficits in knowledge or performance can be illuminating and valuable for all parties.