Peak moments: a teacher-educator reflects (with colleagues) on the importance of heightened moments of teaching and learning

This autoethnographic article investigates peak moments in teacher education through critical analysis of memorable experiences. Practice narratives, one in prose, and another in a poem, ground the discussion about peak experiences in authentic lived experience. Informed by post-intentional phenomenological research, we describe, interpret, and reflect on the emotional texture and importance of these experiences. We argue that these heightened moments of illumination and shared insight between teacher and graduate students were generative, intensely gratifying and imbued with deep connectivity. They reflect alignment between professional practice and vocational authenticity and are important in sustaining commitment to being a teacher educator.