Synopses & Reviews
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.
Table of Contents
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.