ABSTRACT
What is critical to choosing and implementing methods in teaching? Many experienced teachers would argue that finding our pedagogical (or andragogical) identity is the key to effective teaching. This chapter is about that which forms the foundation of pedagogical identity – our perspective on teaching. It maps out biases in teaching that remain hidden from view, yet influence how we implement methods, how we help others learn, and how we judge other perspectives on teaching. It also explains why we teach who we are; and how that is connected with our public and private pedagogical identity. It also gives clear directions on how to reflect on our teaching. Within this chapter there are true stories about evaluation of teaching gone wrong, conflicting perspectives on teaching when two people co-teach, and how teachers use knowledge and build relationships with learners differently. But most of all, this chapter is about a plurality of the good in teaching.
