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A journal of my personal experiences as a teacher

A lot, but there are reasons to be cautious. Pedagogical scholarship has been criticized for its focus on experience. Thanks to the scholarship of teaching movement, these kinds of reports are pretty much gone from the literature.

The goal has been to replace them with research—various forms of systematic inquiry. Teaching can and should be evidence-based. We need research scholarship that advances what we know and confirms how we practice. As Brookfield acknowledges, they are accounts of what happened to one teacher, sometimes in one class, during one semester.

Learning from Experience: Why Personal Narratives Can Be Scholarly

The author, Joseph Gonzalez, starts with an admission. The journey was neither short nor painless. His brutal honesty is refreshing.

The descriptions are vivid. This is a learning journey made scholarly by the depth of his insights and by an awesome command of the literature.

  1. Reflection in teacher education.
  2. Meditations on curriculum integration, conceptual violence, and the ecologies of community and place. Teachers College Press, 1993.
  3. Neither the teachers colleges nor the schools can legislate democracy.
  4. During the game, I discovered that certain students had caught on to the concept, while others were still struggling.
  5. I was frustrated at the beginning of the lesson, but I slowly realized that I had to remain calm and instinctually deal with student reactions to the lesson.

He tells you what he learned from the literature and follows that with how he applied what he learned. It vividly shows that there are ways to think and write about experiences that are scholarly and provide readers with rich learning experiences.

The learning that results from experience can profoundly impact those who write and those who read.

When it does, it merits a place in the scholarship of teaching. My journey with inquiry-based learning.

Journal on Excellence in College Teaching, 24 233-50. Sketching the contours of the scholarship of teaching and learning in theology and religion.

  • A strategy I used to deal with the behaviors was to stop the lesson and wait;
  • I hope that this will sustain their interest;
  • He tells you what he learned from the literature and follows that with how he applied what he learned;
  • As a teacher, I needed to have a goal and a vision in mind for my unit and the students;
  • When it does, it merits a place in the scholarship of teaching.

Teaching Theology and Religion, 16 2107-124.