Publication date:
17 September 2015Length of book:
190 pagesPublisher
Rowman & Littlefield PublishersISBN-13: 9781475820355
One year out of college, James Nehring landed “accidentally” in teaching and soon discovered his love for the profession. But he was surrounded by a school system consumed with order, efficiency, rules, and punishment. He wanted to change the system. So began a quest that became a career. Why Teach? Notes and Questions from a Life in Education is a journey inside American education and a story of self-discovery. Why Teach? is the perfect introductory text for an aspiring teacher, a source of reflection for fellow educators, and a compelling insider critique of the system from pre-school to graduate school. In an age dominated by social science, Why Teach? makes the case for a humanistic approach to schooling.
James Nehring’s most recent text, Why Teach? Notes and Questions from a Life in Education (2015), is a story-filled, retrospective book that chronicles the author’s journey from stumbling into teaching to transforming educationally into an innovative change agent while serving in multiple roles: teacher, administrator, and higher education professor. As the reader, you are immediately drawn into the book by Nehring’s short narratives filled with portraitures of school and classroom experiences to which all educators can relate. The stages of teacher development and awakening to the challenges inherent in being an educator emerge through his stories. Whether the reader is a preservice teacher or a veteran educator with decades of experience, she can connect to Nehring’s narrative. . . .This book would appeal to many types of educators (e.g., preservice teachers, beginning teachers, veteran teachers, mentors, instructional coaches, administrators, higher education faculty). For example, the book could be used as a (a) practical supplement to student teaching seminars, (b) textbook for master’s or doctoral classes focused on teacher development and/or change theory, or (c) support to PLC teams studying school context, curricular initiatives, and collaboration. Those working in public, private, or charter schools would also benefit from Nehring’s insights. Almost certainly, any teacher would enjoy this book because it inspires and encourages contemplation. It causes readers to reflect on why they chose to teach and on the undulations of change they experience as part of that life journey.