Through a case study, this article examines the ways teacher identity and spiritual identity intersect in the teaching of writing. By showing that a teacher's pedagogy is prodoundly informed by a basic spiritual disposition, the author offers a view of teaching that is often neglected in studies of teacher identity.
"Spiritual Identities, Teacher Identities, and the Teaching of Writing,"
The Journal of the Assembly for Expanded Perspectives on Learning:
1, Article 3.
Available at: http://trace.tennessee.edu/jaepl/vol9/iss1/3
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