Teaching Selves: Identity, Pedagogy, and Teacher Education (SUNY series, Teacher Preparation and Development)

Through the experiences of six students who wish to become high school teachers, this book explores the process of what it means to be a teacher and proposes ten principles for identity development. This is a book about how identities arise, in particular, about how individuals “become” teachers, and how pedagogy in teacher education programs can promote identity development. Teaching Selves argues that being a teacher is not a matter of simply adopting a role but rather involves the construction of an identity as a teacher. Focusing on identity, the book tells the stories of six undergraduate students enrolled in a secondary teacher education program at a large state university. Through a qualitative study made up of interviews, observations, and teaching experiences with the subjects over a three-year period, the author explains the process of becoming a teacher, concentrating on the influences of education courses and other features of the teacher education program. Filled with students' stories and personal reflections from the author, Teaching Selves offers a personal vision of what is possible in a very public endeavor—the education of new teachers. “I'm taken by its personal quality. Few teacher education books ever talk about the students, making them real people with values and aspirations—and selves. Jane Danielewicz has done some nice connecting of their stories to 'theory.' The link between these personal stories and the vagaries of the larger teacher education enterprise is one of the book's strengths.” — Tom Gregory, author of Making High School Work: Lessons from the Open School 2001 CHOICE Outstanding Academic TitleThis is a book about how identities arise, in particular, about how individuals'become'teachers, and how pedagogy in teacher education programs can promote identity development. Teaching Selves argues that being a teacher is not a matter of simply adopting a role but rather involves the construction of an identity as a teacher. Focusing on identity, the book tells the stories of six undergraduate students enrolled in a secondary teacher education program at a large state university. Through a qualitative study made up of interviews, observations, and teaching experiences with the subjects over a three-year period, the author explains the process of becoming a teacher, concentrating on the influences of education courses and other features of the teacher education program. Filled with students'stories and personal reflections from the author, Teaching Selves offers a personal vision of what is possible in a very public endeavor—the education of new teachers. "This is a book about how identities arise, in particular, about how individuals "become" teachers, and how pedagogy in teacher education programs can promote identity development. Teaching Selves argues that being a teacher is not a matter of simply adopting a role but rather involves the construction of an identity as a teacher. Focusing on identity, the book tells the stories of six undergraduate students enrolled in a secondary teacher education program at a large state university. Through a qualitative study made up of interviews, observations, and teaching experiences with the subjects over a three-year period, the author explains the process of becoming a teacher, concentrating on the influences of education courses and other features of the teacher education program. Filled with students' stories and personal reflections from the author, Teaching Selves offers a personal vision of what is possible in a very public endeavor - the education of new teachers."--Jacket __Through the experiences of six students who wish to become high school teachers, this book explores the process of what it means to be a teacher and proposes ten principles for identity development.____Teaching Selves____Teaching Selves__“I'm taken by its personal quality. Few teacher education books ever talk about the students, making them real people with values and aspirations—and selves. Jane Danielewicz has done some nice connecting of their stories to 'theory.' The link between these personal stories and the vagaries of the larger teacher education enterprise is one of the book's strengths.” — Tom Gregory, author of Contents 10 Acknowledgments 12 Introduction 16 Chapter One: Identity and Pedagogy 22 Chapter Two: Aspiring Teachers 36 Chapter Three: Seeing Themselves as Teachers 50 Chapter Four: Selves at the Boundaries 80 Chapter Five: Practicing Teachers 126 Chapter Six: A Pedagogy for Identity Development 146 Chapter Seven: Teaching Selves 196 Notes 214 Works Cited 220 Index 226 A-C 226 C-E 227 E-L 228 L-R 229 R-T 230 T-Z 231