Aligning Professional and Personal Identities: Applying core reflection in teacher education practice

Inconvenient truths about teacher learning: towards professional development 3.0

“…Hence, a possibly inconvenient truth may be that we cannot grasp teacher quality with any standardised list. In addition, supporting teacher learning would mean that facilitators of teacher learning should be competent at promoting alignment of the onion layers in teachers, which requires that they themselves would embrace this view of professional learning and thus also work towards alignment of the layers in themselves (Kim & Greene, 2011).…”

To be Heard, to be Seen, to Matter: Consequences of/for self in utilizing one's narrative

“…Working with Michael as a critical friend was integral to the transformation I experienced. His urgings to continue to use the narrative speak to the value of working with a trusted colleague who supports me in being authentic and vulnerable with my students (Kim & Greene, 2011). An effort that I hope, but will never fully know, encourages them to be real with their future students.…”

“…For me, writing the narrative, sharing the narrative with students and Michael, and then considering with Michael each phase of the self-study have led me to a greater understanding of the importance of my identities (Manke & Allender, 2006). This, in turn, has shaped the way I position myself in my teaching, making explicit how my history shapes my beliefs about teaching literacy (Kim & Greene, 2011). My students benefit from my being more able to help them apprehend their identities and the influence of their histories.…”

“…Allison-Roan and M.P. Hayes Kim and Greene (2011), the process of self-study provided the means to understand self, "to engage and expand [my] What I Hoped to Discover/Uncover…”

“…Concurrently, it considered how my narrative might be utilized in profitable ways for my students' learning. The urge to do so came from a need to teach who I am and the hope that the model I provide students will lead to their own greater self-awareness and authenticity in their future practice (Kim & Greene, 2011).…”