Learning, leading, and the best-loved self in teaching and teacher education / Cheryl J. Craig, Denise M. McDonald, Gayle A. Curtis, editors.
Craig, Cheryl J., editor.; McDonald, Denise M., editor.; Curtis, Gayle A., editor.
2023
LB1027
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Title Learning, leading, and the best-loved self in teaching and teacher education / Cheryl J. Craig, Denise M. McDonald, Gayle A. Curtis, editors.
ISBN 9783031119026 (electronic bk.)
3031119029 (electronic bk.)
9783031119019
3031119010
DOI https://doi.org/10.1007/978-3-031-11902-6
Published Cham : Palgrave Macmillan, [2023]
Copyright ©2023
Language English
Description 1 online resource (xvii, 348 pages) : illustrations (some color).
Item Number 10.1007/978-3-031-11902-6 doi
Call Number LB1027
Dewey Decimal Classification 371.102
Summary This 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. .
Note Includes index.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Craig, Cheryl J., editor.
McDonald, Denise M., editor.
Curtis, Gayle A., editor.
Series Palgrave studies on leadership and learning in teacher education.
Available in Other Form Learning, leading, and the best-loved self in teaching and teacher education.
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I. 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. .

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