Prelims

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ESSAYS ON TEACHING EDUCATION AND THE INNER DRAMA OF TEACHING

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ADVANCES IN RESEARCH ON TEACHING

Series Editors: Volumes 1–11: Jere Brophy    Volumes 12–29: Stefinee Pinnegar

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ADVANCES IN RESEARCH ON TEACHING VOLUME 32

ESSAYS ON TEACHING EDUCATION AND THE INNER DRAMA OF TEACHING: WHERE TROUBLES MEET ISSUES

BY

ROBERT V. BULLOUGH Jr.

Center for the Improvement of Teacher Education and Schooling (CITES), McKay School of Education, Brigham Young University USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2019

Copyright © 2019 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78769-732-4 (Print)

ISBN: 978-1-78769-731-7 (Online)

ISBN: 978-1-78769-733-1 (Epub)

ISSN: 1479-3687

About the Author

Robert V. Bullough, Jr is a Professor of Teacher Education at Brigham Young University and Emeritus Professor of Educational Studies at the University of Utah. Currently, he serves as associate director of the Center for the Improvement of Teacher Education and Schooling (CITES). Widely published, his most recent books include Preschool Teachers’ Lives and Work: Stories and Studies from the Field with Kendra Hall-Kenyon (Routledge, 2018) and Schooling, Democracy, and the Quest for Wisdom: Partnerships and the Moral Dimensions of Teaching with John Rosenberg (Rutgers University Press, 2018).

Acknowledgments

I wish to thank Professor Stefinee Pinnegar, editor, colleague, and dear friend for her enthusiastic support of this project at every stage of its development and for many years of remarkable conversation. As always and thankfully, Dr Sharon Black provided skilled and very smart editing. Sharon not only smoothed out the text but also sharpened my meaning when I stumbled. I also wish to thank Craig Kridel who, over many years, has been a wise and wonderful friend and a source of constant inspiration. Excepting Chapter 9, each chapter draws on previously published although mostly extensively rewritten and reworked articles. I am grateful for permission from various publishers for use of the following pieces: Caddo Gap Press gave permission to reprint material from Bullough, R. V., Jr, (2014/2015). Higher education and the neoliberal threat: Place, fast time, and identity. Journal of Thought, 48(4/5), 13–32 and Bullough, R. V., Jr (2005). Teacher vulnerability and teachability: A case study of a mentor and two interns. Teacher Education Quarterly, 32(2), 23–39. Taylor & Francis granted permission to use materials from the following articles: Bullough, R. V., Jr (2014). Recalling 40 years of teacher education in the US: A personal essay. Journal of Education for Teaching, 40(5), 474–491. Bullough, R. V., Jr (2012). Against best practice – Outliers, local studies, and education research. Journal of Education for Teaching, 38(3), 343–357. Bullough, R. V., Jr & Hall-Kenyon, K. M. (2011). The call to teach and teacher hopefulness. Teacher Development, 15(2), 127–140. Bullough, R. V., Jr (2015). Theorizing teacher identity: Self-narratives and finding place in an audit society. Teacher Development, 19(1), 79–96. Bullough, R. V., Jr (2012). Cultures of (un)happiness: Teaching, schooling, and light and dark humor. Teachers and Teacher: Theory and Practice, 18(3), 281–295. Sage granted permission to use materials from the following articles: Bullough, R. V., Jr (2014). Toward reconstructing the narrative of teacher education: A rhetorical analysis of Preparing Teachers. The Journal of Teacher Education, 65(3), 185–194. Bullough, R. V., Jr (2010). Parables, storytelling, and teacher education. The Journal of Teacher Education, 61(1–2), 153–160. Springer gave permission to draw on material from: Bullough, R. V., Jr (2011). Hope, happiness, teaching, and learning. In C. Day & J. Lee (Eds.), New understandings of teacher’s work: Emotions and educational change, pp. 17–32. New York, NY: Springer.