The Charisma of Gratitude

Abstract

This chapter draws together the principles and dilemmas explored so far, and positions these in a wider theoretical framework of teaching pedagogy. I propose that contemporary constructs of ‘teacher identity’ and ‘teacher reflection’ can be enriched by attending to the ontological domain. Following the principle of Parker J. Palmer’s notion that “We teach who we are”, the chapter explores how educators can best prepare their ‘inner attitudes’ in ways that are an effective form of teacher preparation. I demonstrate how teachers’ gratitude practices are highly relevant to this process.