The challenges teacher educators face under the influence ofneoliberalism, coupled with select aspects of teachers' genuine experiences ofteaching, is an area that has been neglected and is often under appreciated.Arguing for greater attention to and awareness of educatorwell-being as crucially important to quality education, Essays on Teaching Education and the Inner Drama of Teachingcomprises 11 essays that address and illuminate the place where troubles andissues, biography and history meet in the lives of Educators. The book isseparated into two parts. Beginning with a critical analysis of Neoliberalism,in Part 1, Bullough examines the institutional, ideational, and social contextwithin which educators, live, work and strive to make sense of theirexperience. In Part II, he illuminates specific aspects of the experience, theinner drama of teaching, emphasizing troubles, whilst seeking to elevate thesetroubles as issues. In conjunction, the essays seek to expose assumptions andideas that enjoy taken-for-granted status in educational thought and practice. By locating tensions between troubles and issues, biography and history, thework intends to honor the life experiences of educators and students while recognizingthat within their experience reside the seeds of a potentially powerful andcompelling criticism. In these tensions, there resides hope.

The challenges teacher educators face under the influence ofneoliberalism, coupled with select aspects of teachers' genuine experiences ofteaching, is an area that has been neglected and is often under appreciated.Arguing for greater attention to and awareness of educatorwell-being as crucially important to quality education, Essays on Teaching Education and the Inner Drama of Teachingcomprises 11 essays that address and illuminate the place where troubles andissues, biography and history meet in the lives of Educators. The book isseparated into two parts. Beginning with a critical analysis of Neoliberalism,in Part 1, Bullough examines the institutional, ideational, and social contextwithin which educators, live, work and strive to make sense of theirexperience. In Part II, he illuminates specific aspects of the experience, theinner drama of teaching, emphasizing troubles, whilst seeking to elevate thesetroubles as issues. In conjunction, the essays seek to expose assumptions andideas that enjoy taken-for-granted status in educational thought and practice. By locating tensions between troubles and issues, biography and history, thework intends to honor the life experiences of educators and students while recognizingthat within their experience reside the seeds of a potentially powerful andcompelling criticism. In these tensions, there resides hope.