Interruptions as collaborative grappling with time

Abstract Teachers face dilemmas of justice throughout their day that call for ethical decisions. Recent projects have focused on how teachers can be supported in making these decisions. In this paper we draw on practices in philosophy of education and math education to put forth our own method, Interruptions, for supporting teachers with the prosaic dilemmas of ethical teaching. After describing Interruptions and placing the method within a pre-service teacher education context, we then showcase how Interruptions helped us to grapple collaboratively with our use of time management in the classroom. In doing so, we describe how the current societal focus on productivity pulled us away from our commitment to sense making and how engaging in Interruptions helped us, as teacher educators, recenter ourselves by taking and giving time in our classrooms for those things we value most.