Rezension
“With the metaphorical force and tranquility of a river, you will be brought into this phenomenological journey with intern teachers using
to understand curriculum. The author is a creative navigator through the various tributaries of this metaphorical river who helps return her fellow travelers to the wellspring of their existence as teachers. This book is a must read for all teacher educators and teachers in preparation, as well as teachers in the field. Prepare for a phenomenal ride to what calls YOU to teach!”
—Francine Hultgren, Professor and Chair, Department of Teaching and Learning, Policy and Leadership, University of Maryland
“Leslie L. Palmer’s phenomenological study of intern teachers using
is an extraordinary description of a teacher educator’s effort to bring deep insight and understanding to the learning of aspiring teachers. Palmer is a gifted writer, and this is a compelling story of her work and their learning to teach.’”
—David Imig, Senior Fellow, Carnegie Foundation, Stanford; President Emeritus, American Association of Colleges for Teacher Education; Professor of the Practice, University of Maryland
“This book offers educators a viable and exciting way to break the stranglehold testing has on public education. By focusing on the lived experience of both educator and student, Leslie L. Palmer offers us a way to more fully understand the power, joy, and complexity of what it means to be a teacher by addressing the pressing need to once again humanize education. This work invites us to cease defining children by test scores and shift our focus toward once again teaching the whole child with intention and with the vital awareness of the ‘lived curriculum’ that children experience in their classrooms each and every day.”
—Michael S. Glaser, Professor Emeritus, St. Mary’s College of Maryland; Poet Laureate of Maryland 2004–2009; Board Member, Maryland Humanities, 2011–2018
