Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.
The Role of Self in Teacher Development explores some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points. The contributors examine not only pre-service teachers, but also the first years of teaching, the characteristics of the master teacher, and the processes of reexamining and affirming one's identity as a teacher. A recurrent theme throughout the book is the importance of balancing the personal development of teachers with their professional development.
By recognizing and addressing the instrumental role of "self" in teacher development, this book provides a set of excellent road signs and maps for the journey to becoming a teacher who facilitates the growth, development, and education of his or her students.
[Contributors include Karen J. Agne, Gary D. Borich, Thomas M. Brinthaupt, Don Hamachek, Richard P. Lipka, S. Vianne McLean, Paul G. Schempp, Andrew C. Sparkes, Thomas J. Templin, Les Tickle, Linda F. Tusin, Stanley J. Zehm.]
Richard P. Lipka is Professor and Director of the Center for Educational Services, Evaluation, and Research at Pittsburg State University and Thomas M. Brinthaupt is Associate Professor of Psychology at Middle Tennessee State University. They are coeditors of The Self, Self-Perspectives Across the Life Span, and Changing the Self, also published by SUNY Press.