The Practice Of Self

Abstract

In the previous two chapters, we gave attention to the teaching self. We argued that teaching, namely engaged and transformative practices for teaching theology and religion, begins first with you, the teacher. We suggested that who we are, how we see ourselves, and what motivates us to teach directly impact our classroom engagement with our students, our course content, and our pedagogical approaches. What you teach and how you teach have direct correlation to your teaching self.