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Research on teacher learning has too often excluded personal development in considering professional development. This timely book argues that the development of a professional identity is inextricable from personal identity. It suggests that when teachers are given the opportunity to compose their own stories of learning within a supportive community, they can then begin to compose new narratives of identity and practice. This book is a critical tool for educators seeking to refine their teaching practice and author their own development.
Includes bibliographical references (p. 183-187) and index.
The interplay of subjectivity, experience, and narrative in teacher development — Dual apprenticeships: conflicting narratives in teacher preparation — Untheorized experience: crisis of authority — Reclaiming and revising personal and professional identities — Renaming as an act of resistance / Carol MacDaniels — Claiming authority: learning to trust my questions / Toni Siedel — Privilege as possibility / John Skretta — Retracing my journey toward self-acceptance and effectiveness as a lesbian teacher / Ruth Kupfer — Toward supporting resistance and revision.
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