Toggle Nav
Advanced Search
Search
  • Login
  • My Cart Items in cart: There is no item in cart
Menu
Account
main product photo
Essays on Teaching Education and the Inner Drama of Teaching
Read a sample chapter Glassboxx Powered

Essays on Teaching Education and the Inner Drama of Teaching

Where Troubles Meet Issues

Robert V. Bullough Jr
Emerald
Emerald

This book can be opened with

Glassboxx eBooks and audiobooks can be opened on phones, tablets, iOS and Android devices

Hardback
9781787697324
25 February 2019
£80.99
eBook (PDF)
9781787697317
25 February 2019
£80.99
eBook (ePub)
9781787697331
25 February 2019
£80.99

Note on our eBooks and Audiobooks: you can read our eBooks (ePUB or PDF) and listen to audiobooks on the free Emerald Books app on iOS, Android, and desktop. Or read and listen on Emerald's online reader (ePUB eBooks and audiobooks only). To purchase a digital book you will need to create an account if you don’t already have one. After purchasing you will receive instructions on how to get started.

  • Description
  • Contents
  • Reviews
  • About
The challenges teacher educators face under the influence of neoliberalism, coupled with select aspects of teachers' genuine experiences of teaching, is an area that has been neglected and is often under appreciated.

Arguing for greater attention to and awareness of educator well-being as crucially important to quality education, Essays on Teaching Education and the Inner Drama of Teaching comprises 11 essays that address and illuminate the place where troubles and issues, biography and history meet in the lives of Educators. The book is separated into two parts. Beginning with a critical analysis of Neoliberalism, in Part 1, Bullough examines the institutional, ideational, and social context within which educators, live, work and strive to make sense of their experience. In Part II, he illuminates specific aspects of the experience, the inner drama of teaching, emphasizing troubles, whilst seeking to elevate these troubles as issues. In conjunction, the essays seek to expose assumptions and ideas that enjoy taken-for-granted status in educational thought and practice. By locating tensions between troubles and issues, biography and history, the work intends to honor the life experiences of educators and students while recognizing that within their experience reside the seeds of a potentially powerful and compelling criticism. In these tensions, there resides hope.

Part I: Neoliberalism and Teaching EducationChapter 1: Place, Fast Time and Identity: University Teaching and the Neoliberal Threat  Chapter 2: Looking Back on 40 Years of Teaching Education: A Personal Essay  Chapter 3: Toward Reconstructing the Narrative of Teacher Education: A Rhetorical Analysis of Preparing Teachers Chapter 4: Against Best Practice: Uncertainty, Outliers and Local Studies in Educational Research  Part II: The Inner Drama of Teaching  Chapter 5: Getting Motivation Right: The Call to Teach and Teacher Hopefulness  Chapter 6: Theorizing Teacher Identity: Exploring Self-narratives and Finding Place in an Audit Society  Chapter 7: Teaching and Learning with Parables: Reimagining the Self and the World  Chapter 8: Teachability and Vulnerability  Chapter 9: An Inquiry into Empathy and Teaching: Is Empathy all it is Cracked up to be?  Chapter 10: Light and Dark Humor and the Inner Drama of Teaching  Chapter 11: Seeking Eudaimonia

    The author presents 11 essays on teaching education, with a focus on the intersection between troubles and issues and life experience and history. The essays in the first section address neoliberalism and teaching education, particularly the institutional, ideational, and social context of educators, including neoliberalism and its effects on education and educators; the evolution of the purposes and practices of teacher education under neoliberal policy priorities; the ideology, biases, and intentions in the National Academy of Sciences publication Preparing Teachers; and problems with the idea of "best practice." Essays in a second section explore aspects of the inner experience of teaching, with an emphasis on troubles and issues, including educational reform and the role of motivation, teacher identity within a neoliberal audit culture, the role of storytelling and parables in teaching, the role of vulnerability in learning and teacher development, problems with the emphasis on empathy in teaching, the dangers and benefits of humor in teaching, and the well-being of teachers.

    - Annotation ©2019
    Robert V. Bullough, Jr. is a Professor of Teacher Education at Brigham Young University, and Emeritus Professor of Educational Studies at the University of Utah. Currently he serves as Associate Director of the Center for the Improvement of Teacher Education and Schooling (CITES). Widely published, his most recent books include Preschool Teachers’ Lives and Work: Stories and Studies from the Field, with Kendra Hall-Kenyon (Routledge, 2018) and Schooling, Democracy, and the Quest for Wisdom: Partnerships and the Moral Dimensions of Teaching, with John Rosenberg (Rutgers University Press, 2018).