Growth of a Teacher

ions, and they mesh together in powerful ways when the individual instructor grapples with a significant teaching problem. There are advantages and risks for the professional, such as myself, who works at multiple levels simultaneously. In this successful attempt, our teaching improvement and psychotherapeutic efforts reinforced each other, but there was always some possibility that the divergences among the personal and institutional concerns involved would endanger one goal or another. While the benefits are well worthwhile, one must be constantly alert in order to manage the complexities involved. From our experience, we urge instructors to take seriously the personal needs they are meeting in their work, and to look at their teaching in the light of other self-knowledge they possess. The discovery of common threads such as we have identified in A.'s life can be the source of clarification about one's impact on students and the beginning of fruitful change. We stress the importance of seeking feedback wherever one can find it-from students, colleagues, and teaching development professionals when available. The developing teacher should explore ways of using his or her natural, expressive style to maximum effect in teaching-as A. initially used her receptiveness to student energy and spontaneity. It is also worthwhile to examine how these same qualities may be causing conflicts or blocking the adoption of certain valuable teaching techniques, as was the case with A.'s difficulty in providing summaries of ideas

Mathematics education · Pedagogy · Sociology · Education and Critical Thinking Development · Neuroscience, Education and Cognitive Function · Psychology · Teacher Education and Leadership Studies

• Components of an Effective Faculty Development Program

  William H Bergquist, Steven R Phillips•The Journal of Higher Education•1975

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