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001453649 019__ $$a1354631045$$a1355218336
001453649 020__ $$a9783031119026$$q(electronic bk.)
001453649 020__ $$a3031119029$$q(electronic bk.)
001453649 020__ $$z9783031119019
001453649 020__ $$z3031119010
001453649 0247_ $$a10.1007/978-3-031-11902-6$$2doi
001453649 035__ $$aSP(OCoLC)1356276797
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001453649 049__ $$aISEA
001453649 050_4 $$aLB1027
001453649 08204 $$a371.102$$223/eng/20221227
001453649 24500 $$aLearning, leading, and the best-loved self in teaching and teacher education /$$cCheryl J. Craig, Denise M. McDonald, Gayle A. Curtis, editors.
001453649 264_1 $$aCham :$$bPalgrave Macmillan,$$c[2023]
001453649 264_4 $$c©2023
001453649 300__ $$a1 online resource (xvii, 348 pages) :$$billustrations (some color).
001453649 336__ $$atext$$btxt$$2rdacontent
001453649 337__ $$acomputer$$bc$$2rdamedia
001453649 338__ $$aonline resource$$bcr$$2rdacarrier
001453649 4901_ $$aPalgrave studies on leadership and learning in teacher education
001453649 500__ $$aIncludes index.
001453649 5050_ $$aI. Introducing the Book and the Best-Loved Self -- Chapter 1. Introducing the Book -- Chapter 2. Introducing the Best-Loved Self -- II. Identifying the Best-Loved Self -- Chapter 3. Challenging Teaching Experiences Cultivate Profound Professional and Personal Rewards -- Chapter 4. Searching for the Best-Loved Self -- Chapter 5. Teachers Best-loved Selves in Changing Contexts -- Chapter 6. The Mathematics Educator Mother: An Emergent Best-Loved Self from Two Separate Identities -- Chapter 7. Kicking and Screaming: Reflections of a Reluctant Educator and Educational Leader -- Chapter 8. Joined at the Hip: Learning the Ropes and the Charge to Pass it On -- Chapter 9. Vignettes of the Best-Loved Self -- Chapter 10: Exploring your Past to Strengthen your Best-Loved Self -- Chapter 11. Discovering the E in STEM -- Chapter 12. Researching, writing and shepherding the Best-Loved Self -- Chapter 13. Unleashing the Best-Loved Self -- Chapter 14. Engaging in Social Media Scholarship as an Act of Sustaining our Best-Loved Black Selves: Black American Womxn Scholars and Emancipatory Knowledge Transfer -- Chapter 15. Finding ones Best-Loved Self Internationally -- Chapter 16. Creating a Milieu for the Best-Loved Self to Flourish -- III. Ones Best-Loved Self Reflected Back -- Chapter 17. Breaking Down Barriers: Obstacles STEM Students Face When Challenging Misinformed Perceptions about the Teaching Profession -- Chapter 18. She Even Gave Me Her Liver: A Story Given Back -- Chapter 19. Bernardo through Jackies Eyes and Jackie through Bernardos Eyes -- Chapter 20. Rediscovering the Good in Teaching: How Lost Stories of Our Best-Loved Selves Sustain Educators -- Chapter 21. Discovering the Best-loved Self as a Multifaceted Mentor -- IV. Parting Words -- Chapter 22. What We Know About the Best-Loved Self in Review -- Chapter 23. Where To From Here? -- Afterword: The Best-Loved Self Poem. .
001453649 506__ $$aAccess limited to authorized users.
001453649 520__ $$aThis book explores the concept of the "best-loved self" in teaching and teacher education, asserting that the best-loved self is foundational to the development of teacher identity, growth in context, and learning in community. Drawing on the work of Joseph Schwab, who was the first to name the "best-loved self," the editors and their contributors extend this knowledge further through the collaboration of their group of teacher educators, known as the Faculty Academy. The Faculty Academy has been involved in teacher education research for over two decades. Cheryl J. Craig is Professor and the Houston Endowment Endowed Chair of Urban Education at Texas A&M University, USA. She also serves as the Program Lead of Technology and Teacher Education and is the founding director of the Collaborative for Innovation in Teacher Education. Craig is an American Educational Research Association (AERA) Fellow and has received career awards from AERA's Division B (Curriculum) and Division K (Teacher Education). Denise M. McDonald is Professor, Program Coordinator of Teacher Education, and Sandra Johnson/Barrios Technology Endowed Professor at the University of Houston Clear Lake, USA. McDonald teaches curriculum and instruction courses in undergraduate, masters, and doctoral programs. Her research interests include teacher education, scholarly identity formation, learner motivation, and reflective, relational, and exemplary pedagogy. She employs qualitative research methods, such as self-study, narrative inquiry, and critical ethnography to explore topics of interest. Gayle A. Curtis is a Program Manager for the Asian American Studies Center at the University of Houston, USA, and Research Associate for the College of Education and Human Development, Texas A&M University, USA. Her research delves into the lives of teachers, teacher preparation, reflective practice, teacher collaboration, and identity. She employs narrative inquiry, critical ethnography and self-study depending on the inquiry at hand. .
001453649 588__ $$aDescription based on print version record.
001453649 60010 $$aSchwab, Joseph Jackson,$$d1909-
001453649 650_0 $$aTeaching$$xPhilosophy.
001453649 650_0 $$aTeachers$$xTraining of.
001453649 655_0 $$aElectronic books.
001453649 7001_ $$aCraig, Cheryl J.,$$eeditor.$$1https://isni.org/isni/0000000036476204
001453649 7001_ $$aMcDonald, Denise M.,$$eeditor.
001453649 7001_ $$aCurtis, Gayle A.,$$eeditor.
001453649 77608 $$iPrint version:$$tLearning, leading, and the best-loved self in teaching and teacher education.$$dBasingstoke : Palgrave Macmillan, 2022$$z9783031119019$$w(OCoLC)1346945775
001453649 830_0 $$aPalgrave studies on leadership and learning in teacher education.
001453649 852__ $$bebk
001453649 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-11902-6$$zOnline Access$$91397441.1
001453649 909CO $$ooai:library.usi.edu:1453649$$pGLOBAL_SET
001453649 980__ $$aBIB
001453649 980__ $$aEBOOK
001453649 982__ $$aEbook
001453649 983__ $$aOnline
001453649 994__ $$a92$$bISE