Professional Development as a Process of Renewal
Case Studies of the Courage to Teach Program
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What should a teacher teach, and how? This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: Who is the person that teaches? Rarely is the teacher-as-person addressed in school; yet, a teacher s self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, ...
What should a teacher teach, and how? This is the question typically directing teacher professional development. It neglects, however, a deeper, more powerful inquiry: Who is the person that teaches? Rarely is the teacher-as-person addressed in school; yet, a teacher s self-knowledge and inner development profoundly influences how he or she negotiates the complexities of school life, interacts with others, and implements curriculum. Following several teachers for two years in a program called The Courage to Teach, the author pieces together reflections, journals, interviews, and observations, weaving a tapestry that tells the stories of the teachers inner lives, and how they are discovered and claimed in more conscious ways; those discoveries further illuminate how self-knowledge affects teachers interactions and effectiveness in school. Principals, teachers, professional development specialists, and university faculty in teacher education will find this work fascinating. Itcarefully documents a process rarely captured in educational literature and provides evidence of both the importance and the complexities of teaching from within.
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