Foreword by K. Zeichner. 1. Parallel Journeys: A Story about a White Woman Who Teaches White Women to Teach Diverse Populations. Preface. Parallel Journeys. Who are We? Who are Teachers? Who are Our Students? Cultural Studies. Redefining What it Means to Be a Good Student. Transforming the Perspective of Good Student into Good Teacher. Heterogeneity Revealing Itself. Wrapping Up the Semester. Postscript. Beyond a Deficit Model. 2. The Demographics of Teaching and Teacher Education: The Need for Transformation. The Typical Teacher. What is Transformation? Transformation for Teachers of Color. A Caveat. Should/Can a Teacher Education Program Facilitate Transformation? 3. Searching for Purpose. Finding My Purpose. Helping Students to Find Their Purpose. Purposeful Theoretical Frameworks. Self-study is Necessary for Transformation. 4. Transformative Self-studies: A Review of the Literature. Indicators of Quality Self-study. Teacher Educators Explore Their Own Identities. Studies by Teacher Educators, for Diversity. Transformation and Philosophical Alignment. Seeing the Unseen. Transformation by the 'Other'. Collaborative Self-study. Future Directions in Transformative Self-study. 5. Self-study as Transformative Process. Self-study in the Teacher Education Research. The Growth of Teacher Educator Self-study. Autoethnography. Reliability and Validity. The First Study: The Dissertation. Evolution of My Question. Inductive and Deductive Analysis. Table 1 Sample of Student Teacher Journal Data. The Meaning of Self in This Study. Writing Student Teacher Portraits: Kelly. Samantha. Dorothy. Roberto. Conclusion. Researching While Teaching. My Ongoing Study of Transformation. Touching on Touch Points. Revisiting the dissertation. Written responses. Table 2 Responses to Personal Practical Philosophy Papers. Journal Analysis. Student Feedback. ANew Type of Student Portrait. 6. Common Challenges to Transformation. Revisiting the Problem. Privilege, White and Other. Responses in Practice. Religious Privilege. Homosexuality and Heteronormativity. Gender. Socio-economic Status. Conclusion. 7. Responding to the Challenge. Transforming Deficits Into Assets. Getting to Know Me. This Does Not Feel Good! The Ambiguous Nature of Learning to Teach. It's Never Not About IT, and It's Never All About IT. The Good Student Syndrome. The Good Teacher Syndrome. I Really Love Kids! New Ways of Doing School and Talking about Teaching. Getting Perspective. Culture Group. Presentations. Cultural Simulations. Homogeneity, Almost. Conclusion. 8. Co-authored with V. Stenhouse. Critical Friends: An Exercise in Flea Biting. What are the biggest challenges to preparing teachers for diversity? Afterword. References. Index.
In this book, a teacher educator examines her practice as a way of learning about teaching as well as challenging teacher education. It is about how one teacher educator sought to transform the perspectives of her student teachers, in order to better prepare them to teach diverse populations of students, while challenging her own beliefs about how best to do that. The author seeks integrity in her practice, defined as her ability to enact what she teaches preservice teachers to do. In particular, this book is a self-study that contributes to understanding the broader question: How much can one affect and change the discourse within education when one also inhabits the characteristics that are privileged by the institution?
The teacher education literature supports the need to study this type of self-reflection. Other researchers have pointed out that the role of teacher educators' cultural identities in reforming education has been largely ignored in the literature. This book offers a unique perspective on the analogous relationship involved when a teacher educator teaches teachers how to examine the impact of their own identities on their teaching while examining that herself.
Offers a unique perspective on the symmetrical relationship involved with teaching teachers how to teach while challenging the very context in which that occurs