Oren Ergas is Senior Lecturer at the Faculty of Education, Beit Berl College, Israel. His research focuses on curricular-pedagogical aspects of contemplative practices and their implementation in education and teacher education. Jason K. Ritter is Associate Professor and Chair of the Department of Instruction and Leadership in Education at Duquesne University, Pittsburgh, Pennsylvania, USA. His research focuses on promoting teaching as a process of critical inquiry.

• Introduction. Why explore self in teaching, teacher education and practitioner research?; Oren Ergas and Jason K. Ritter Chapter 1. The calm, clear and kind educator: A contemplative educational approach to teacher professional identity and development; Kevin Hulburt, Blak Colaianne, and Robert W. Roeser Chapter 2. Unleashing the elephant out of the closet and into the wildness of inner work; Heesoon Bai, Scott Bowering, Muga Miyagawa, Avraham Cohen, and Charles Scott Chapter 3. The nature of self and its challenges to educational orthodoxy and 'discipline'; Edward M. Sellman Chapter 4. Working in the space between: conundrums in self-study of practice research; Stefinee Pinnegar and Mary Lynn Hamilton Chapter 5. Studying the self in self-study: self-knowledge as a means towards relational teacher education; Julian Kitchen Chapter 6. The self in teaching: an ecological approach; Joris Vlieghe and Piotr Zamojski Chapter 7. Unprivileging dividedness: in favor of undivided ways of knowing; Ellyn Lyle  Chapter 8. The educational self as a starting point for understanding and self-study in teaching and teacher education; Jason K. Ritter Chapter 9. The formation of the 'teaching self' through the pulls of day-to-day and meaning; Oren Ergas Chapter 10. Nature-based mindfulness and the development of the ecological self when teaching in higher education; Nicole J. Albrecht Chapter 11. Two perspectives on teaching mindfulness in teacher education: A self-study of two selves; Oren Ergas and Karen Ragoonaden Chapter 12. The teaching self as productive embodied friction: an account on the integration between contemplation and anti-oppressive education; Steven Zhao Afterword.  Looking back, moving forward; Sharon Todd

Oren Ergas is Senior Lecturer at the Faculty of Education, Beit Berl College, Israel. His research focuses on curricular-pedagogical aspects of contemplative practices and their implementation in education and teacher education. Jason K. Ritter is Associate Professor and Chair of the Department of Instruction and Leadership in Education at Duquesne University, Pittsburgh, Pennsylvania, USA. His research focuses on promoting teaching as a process of critical inquiry.

• Introduction. Why explore self in teaching, teacher education and practitioner research?; Oren Ergas and Jason K. Ritter Chapter 1. The calm, clear and kind educator: A contemplative educational approach to teacher professional identity and development; Kevin Hulburt, Blak Colaianne, and Robert W. Roeser Chapter 2. Unleashing the elephant out of the closet and into the wildness of inner work; Heesoon Bai, Scott Bowering, Muga Miyagawa, Avraham Cohen, and Charles Scott Chapter 3. The nature of self and its challenges to educational orthodoxy and 'discipline'; Edward M. Sellman Chapter 4. Working in the space between: conundrums in self-study of practice research; Stefinee Pinnegar and Mary Lynn Hamilton Chapter 5. Studying the self in self-study: self-knowledge as a means towards relational teacher education; Julian Kitchen Chapter 6. The self in teaching: an ecological approach; Joris Vlieghe and Piotr Zamojski Chapter 7. Unprivileging dividedness: in favor of undivided ways of knowing; Ellyn Lyle  Chapter 8. The educational self as a starting point for understanding and self-study in teaching and teacher education; Jason K. Ritter Chapter 9. The formation of the 'teaching self' through the pulls of day-to-day and meaning; Oren Ergas Chapter 10. Nature-based mindfulness and the development of the ecological self when teaching in higher education; Nicole J. Albrecht Chapter 11. Two perspectives on teaching mindfulness in teacher education: A self-study of two selves; Oren Ergas and Karen Ragoonaden Chapter 12. The teaching self as productive embodied friction: an account on the integration between contemplation and anti-oppressive education; Steven Zhao Afterword.  Looking back, moving forward; Sharon Todd

Oren Ergas is Senior Lecturer at the Faculty of Education, Beit Berl College, Israel. His research focuses on curricular-pedagogical aspects of contemplative practices and their implementation in education and teacher education. Jason K. Ritter is Associate Professor and Chair of the Department of Instruction and Leadership in Education at Duquesne University, Pittsburgh, Pennsylvania, USA. His research focuses on promoting teaching as a process of critical inquiry.

• Introduction. Why explore self in teaching, teacher education and practitioner research?; Oren Ergas and Jason K. Ritter Chapter 1. The calm, clear and kind educator: A contemplative educational approach to teacher professional identity and development; Kevin Hulburt, Blak Colaianne, and Robert W. Roeser Chapter 2. Unleashing the elephant out of the closet and into the wildness of inner work; Heesoon Bai, Scott Bowering, Muga Miyagawa, Avraham Cohen, and Charles Scott Chapter 3. The nature of self and its challenges to educational orthodoxy and 'discipline'; Edward M. Sellman Chapter 4. Working in the space between: conundrums in self-study of practice research; Stefinee Pinnegar and Mary Lynn Hamilton Chapter 5. Studying the self in self-study: self-knowledge as a means towards relational teacher education; Julian Kitchen Chapter 6. The self in teaching: an ecological approach; Joris Vlieghe and Piotr Zamojski Chapter 7. Unprivileging dividedness: in favor of undivided ways of knowing; Ellyn Lyle  Chapter 8. The educational self as a starting point for understanding and self-study in teaching and teacher education; Jason K. Ritter Chapter 9. The formation of the 'teaching self' through the pulls of day-to-day and meaning; Oren Ergas Chapter 10. Nature-based mindfulness and the development of the ecological self when teaching in higher education; Nicole J. Albrecht Chapter 11. Two perspectives on teaching mindfulness in teacher education: A self-study of two selves; Oren Ergas and Karen Ragoonaden Chapter 12. The teaching self as productive embodied friction: an account on the integration between contemplation and anti-oppressive education; Steven Zhao Afterword.  Looking back, moving forward; Sharon Todd