Abstract
An enquiry into the problems of theorizing about fantasy in preservice teacher learning raises several questions. What can teacher educators learn by studying beginning teachers' responses to popular images of and narratives about teaching? What meanings do beginning teachers attribute to teachers on the film screen, and how do these meanings function in terms of helping to shape perceptions about teaching? How can the recognition and disruption of fantasy in teacher learning enable education? The viewing engagements of 12 White women learning to teach primary school illustrate the existence of powerful fantasies of love and devotion. Teacher educators should encourage preservice teachers to explore fantasy as a source of possibility and confinement in pedagogy. Beginning teachers' engagements with screen images of teaching demonstrate discourses of mastery that both reveal and conceal knowledge about the self and others in teaching. If unaccounted for, fantasy can work to obstruct the thoughtfulness of education.
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