The Person in the Profession: Renewing Teacher Vitality through Professional Development

Intrator, Sam M.; Kunzman, Robert

doi:10.1080/00131720608984564

Cited by 24 publications

(17 citation statements)

References 7 publications

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“…During our exploration of the ideas of Parker Palmer (Intrator and Kunzman, 2006;Palmer 1983Palmer /1993Palmer , 1998aPalmer , 1998bPalmer , 2000Palmer , 2004, we looked carefully at the Courage to Teach ® retreat model that Palmer and the Center for Teacher Formation (now Center for Courage & Renewal) have created for teachers and educational leaders. These retreats are designed to engage educators with identity formation processes and to offer safe space for honoring their souls.…”

Section: Formation and Transformationmentioning

confidence: 99%

The role of identity in transformational learning, teaching, and leading

Poutiatine

Conners

2012

New Drctns for Teach & Learn

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In professional practice contexts, the technical questions (Heifetz, 1994; Heifetz, Linksy, and Glasgow, 2009) are rarely the ones that prove most diffi cult. Rather, the real questions that arise from complex and ambiguous contexts, and that require learners, teachers, and leaders to examine deeply held beliefs about selfhood, integrity, ethics, and justice, often prove to be the most challenging. The lesson for leadership is that the real world is messy and requires that we attend to wholes, not just parts. As we engage in the practice of teaching, learning, and leading in the real world, such a stance requires having the right kind of eyes to see these thorny situations for what they truly are. Some contend that this kind of perspective is largely a matter of natural disposition, but we contend that this kind of vision can be developed. A recent role-playing simulation in a graduate leadership preparation program demonstrates the tensions between identity and integrity, as well as the pedagogical implications of examining such tensions. In the following example, we can begin to see the complex dance of formation and transformation that is required if we are to develop our capacities for teaching, learning, and leading. The Classroom SimulationA student of educational leadership becomes a first-year principal and arrives at school for her fi rst day of work. She is a bright-eyed educator This chapter investigates the role of identity in teaching and learning. The chapter draws connections between the process of transformational education and the practice of leadership.

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Section: Formation and Transformationmentioning

confidence: 99%

The role of identity in transformational learning, teaching, and leading

Poutiatine

Conners

2012

New Drctns for Teach & Learn

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“…It is apparent that refl ective practice has much to offer all the serving professions. For example, there is ample evidence of high attrition and burnout rates in the teaching profession (Darling-Hammond, 2003;Intrator and Kunzman, 2006). The possibilities that refl ective practice offer for renewal and for potentially arresting attrition rates are signifi cant.…”

Section: Refl Ective Practice As a Form Of Professional Developmentmentioning

confidence: 99%

Measuring the impact of the Circle of Trust^® approach

Smith

2012

New Drctns for Teach & Learn

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This chapter reports the findings of an evaluation that explored the impact of Circle of Trust retreats and the learning and personal and professional applications in the lives of retreat participants. The Center for Courage & Renewal began offering Circle of Trust cross‐professional retreats in 2005 to provide people from any profession with an opportunity to experience a “circle of trust” as described by Parker J. Palmer in his 2004 book, A Hidden Wholeness: The Journey Toward an Undivided Life.

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“…Such teacher positivity has been referred to as 'vocational vitality' as it springs from a practitioner's core sense of self to inspire and energise others, thus enabling teachers to inspire others by modelling presence or deep engagement (Intrator & Kunzman, 2006;Meijer, Korthagen & Vasalos, 2009;Hargreaves, 1998). Vocational vitality signifies an emotional and intellectual engagement with one's practice that creates mutually beneficial relationships between teachers and students (Meijer, Korthagen & Vasalos, 2009).…”

Section: Teacher Learning For Resilience and Vocational Vitalitymentioning

confidence: 99%

The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process

Yoo

2014

AJTE

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The Person in the Profession: Renewing Teacher Vitality through Professional Development

Cited by 24 publications

References 7 publications

The role of identity in transformational learning, teaching, and leading

The role of identity in transformational learning, teaching, and leading

Measuring the impact of the Circle of Trust^® approach

The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process

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The Person in the Profession: Renewing Teacher Vitality through Professional Development

Cited by 24 publications

References 7 publications

The role of identity in transformational learning, teaching, and leading

The role of identity in transformational learning, teaching, and leading

Measuring the impact of the Circle of Trust® approach

The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process

Contact Info

Product

Resources

About

Measuring the impact of the Circle of Trust^® approach