Who I Am is How I Teach: Rural Teacher Identity Development to Promote Social Change

• In Event: Issues in Constructivist Practice

Abstract

We know that research suggests that the values, beliefs and experiences that teachers possess can greatly affect the instruction and environment that is perpetuated within their classrooms. Yet how do we act on this knowledge to improve individual teachers’ abilities to plan for, assess, and evaluate instruction for all their diverse students?

Authors

• Tawnya L. Lubbes, Eastern Oregon University

• Kerri Jo Wenger, Eastern Oregon University

• Jan Renee Dinsmore, Eastern Oregon University