Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms

Broemmel, Amy D. · Vines, Nora

Apr 2022 · IGI Global

About this eBook

Education is a field in which reflective practice is imperative for teacher and student success and for maintaining the desire to remain in the profession. During times of uncertainty, particularly as teachers faced the dual pandemics of social injustice and the COVID-19 pandemic over the past year, they have felt demoralized and powerless. As a result, burnout among educators is becoming increasingly prevalent. It is crucial for teachers to hear reflections of others’ experiences to remind them that they are not alone in their work, provide opportunities for them to find connections with fellow educators, and encourage them to engage in reflective practices of their own.

Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms provides a collection of reflections from educators on their varied experiences within education and how and why they have pursued a place in academia. This book speaks to the humanistic side of academia by acknowledging the multiple passions, professions, and pathways that led each of the authors to academia. It is unique in that it is laced with the lived realities of the human side of academia from a shared stories perspective. Covering topics such as lifelong learners and identity shifts, this major reference work is ideal for academicians, researchers, scholars, practitioners, principals, administrators, educators, and students.

About the author

Amy Broemmel is an associate professor of literacy and elementary education and Director of Graduate Studies in the department of Theory and Practice in Teacher Education at the University of Tennessee. Her research interests focus on teacher induction and professional development.

Nora Vines is a clinical assistant professor in the department of Child & Family Studies at the University of Tennessee. She left a piece of her heart in 1st grade. Nora's areas of interest include early literacy acquisition and development and literacy-focused professional development.

[Editor]