Full Description
In The Teaching Self: Contemplative Practices, Pedagogy, and Research in Education, a rich collection of voices from diverse settings illustrates the ways in which first-person experiences with contemplative practices lay a foundation for contemplative pedagogy and research in teacher education. Contemplative practice depends on cultivating an understanding of oneself, as well as one's relationship and interdependence of others and the world, and it is this precept that guides the focus of these portraits of practice. The teaching self of the scholar benefits from reflective and authentic engagement and a commitment to equity and ethical action. Several authors examine the direct and indirect influence contemplative practices have on their students as future educators. All of the authors in this book share first-hand experiences with contemplative practices that honor, support, and deepen awareness of the teaching self by exploring the journey of identifying as a contemplative educator.
Contents
Foreword
Acknowledgements
Introduction- Jane E. Dalton, Kathryn Byrnes, and Elizabeth Hope Dorman
Chapter 1- Cultivating Culturally Responsive Teaching in Teacher Preparation: The Vital Role of Contemplative Teacher Educators - Deborah Ann Donahue-Keegan
Chapter 2- Embracing a Contemplative Life: Art and Teaching as a Journey of Transformation- Jane E. Dalton
Chapter 3- Considering the Self Who Teaches- Timothy E. Jester
Chapter 4- If We Teach Who We Are, Who Are We? Mining the Self for More Mindful Teaching- David Lee Keiser
Chapter 5- Contemplative Wait Time: Pausing to Cultivate Compassion in the Classroom - Jambay Lhamo
Chapter 6- Sustainability through Authenticity: A Portrait of Teaching as a Contemplative Practice - Matthew Spurlin
Chapter 7- Building Relational Competence by Training Empathy- Katinka Gøtzsche
Chapter 8- Community, Compassion, and Embodied Presence in Contemplative Teacher Education- Elizabeth Grassi & Heather Bair
