The Author: Leah C. Fowler is Associate Professor of Education at the University of Lethbridge, Alberta. She received her Ph.D. in curriculum studies from the University of Victoria, British Columbia. Curriculum studies, interpretive inquiry, and narrative analysis shape her work with teaching difficulty, especially for experienced practitioners. Her abiding interests in teacher education, teacher identity, and professional development are key influences on her research. She is currently working on her second book The T’Ching: Mindfulness in Teaching amid Difficulty and Change.

The Author: Leah C. Fowler is Associate Professor of Education at the University of Lethbridge, Alberta. She received her Ph.D. in curriculum studies from the University of Victoria, British Columbia. Curriculum studies, interpretive inquiry, and narrative analysis shape her work with teaching difficulty, especially for experienced practitioners. Her abiding interests in teacher education, teacher identity, and professional development are key influences on her research. She is currently working on her second book The T’Ching: Mindfulness in Teaching amid Difficulty and Change.

The Author: Leah C. Fowler is Associate Professor of Education at the University of Lethbridge, Alberta. She received her Ph.D. in curriculum studies from the University of Victoria, British Columbia. Curriculum studies, interpretive inquiry, and narrative analysis shape her work with teaching difficulty, especially for experienced practitioners. Her abiding interests in teacher education, teacher identity, and professional development are key influences on her research. She is currently working on her second book The T’Ching: Mindfulness in Teaching amid Difficulty and Change.