Exploring Transitions in Educational Philosophy and Classroom Practice

The reoccurring themes shared in this text identify changes teachers describe related to teaching behaviors and philosophy of education. The study began as an attempt to encourage experienced female teachers to reflect on the dual role of teaching and motherhood, to share their experiences with other new mothers, and to determine if their new role as a mother had an impact on their philosophy of education and/or their classroom practice. The findings serve as a rich source of information for those interested in creating effective educational settings as the key findings (i.e. use of humor, self-disclosure, behavioral and academic expectations) are transferable to all teachers and others interested in education. Transferable too is the information shared on how life transitions can serve as powerful professional development.

Autorentext

Dr. Karen Moroz works in teacher education at Concordia University St. Paul, Minnesota. Her primary areas of interest are literacy and effective pedagogy. Karen spent fourteen years as a seventh grade integrated language arts teacher and as a literacy coach across disciplines and grade levels.