When pre-service teachers transition into service many revert back to the experiences they had as a learner. This can be an issue if the teacher did not receive "best practice" when they were engaged in the K-12 experience. This autoethnography will take the reader through the experiences of a teacher who did not receive an education where his teachers utilized a pedagogy promoted in Tertiary schooling. He will describe an experience with his poverty-stricken students that made him realize that his didactic style of teaching was not effective.


Behaviorism, Constructivism, Hegemonic Masculinity, Conceptual Change, Cognitive Dissonance

Author Bio(s)

Mason Kuhn is an EdD student (ABD) at the University of Northern Iowa. He has two master's degrees (science education and special education. He is about to begin his fifteenth year as a self-contained classroom teacher. Correspondence regarding this article can be addressed directly to: Mason Kuhn at, masonkuhn@hotmail.com; Phone: (319) 429-2057.

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