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

Presents stories from various groups of people, such as those who identify as mothers, fathers, people of colour, LGBTQIA scholars, first-generation college students, retired educators, those new to academia, and those with established academic careers, to create a book where scholars can see themselves reflected in the stories of others.
Education is a field in which reflective practice is not only imperative for teacher and student success, but also for maintaining the desire to remain in the profession. During times of uncertainty, particularly as we faced the dual pandemics of social injustice and COVID-19 over the past year, we have felt demoralized and powerless. We know that we are not alone, as research indicates burnout, particularly among educators, is well-documented and increasing as a result of the continued heavy workload and added individual and societal stressors of the past year. During this turmoil, we have found solace, comfort, and connection in reflecting on our educational paths and sharing our stories with each other, friends, and colleagues. These reflective experiences, both individual and shared, have been powerful, rekindling our passion and desire to teach and thinking about ways we can support our students in and beyond the current climate of social unrest and a global pandemic. We believe that reading reflections of others' experiences will remind readers 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.

The book is a timely collection of stories from various groups of people, such as those who identify as mothers, fathers, people of color, LGBTQIA scholars, first-generation college students, retired educators, those new to academia, and those with established academic careers, in an attempt to create a book where scholars can see themselves reflected in the stories of others, re-igniting the passion that led them to academia. This book is ideal for higher education faculty, those seeking to enter academia, educators who have left the classroom for administrative roles such as principals, assistant principals, instructional coaches, and district leaders, those considering a career in academia, and those in graduate degree programs.