Learning, leading, and the best-loved self in teaching and teacher education / / edited by Cheryl J. Craig, Denise M. McDonald, Gayle A. Curtis

• Pubblicazione: Cham, Switzerland : , : Palgrave Macmillan, , [2023]; ©2023
• Descrizione fisica: 1 online resource (353 pages) : illustrations (some color)
• Disciplina: 385
• Soggetto topico: Teachers - Training of; Formació del professorat
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): CraigCheryl J.; McDonaldDenise M.; CurtisGayle A.
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- Chapter 1: Introducing the Book and the Best-Loved Self -- References -- Chapter 2: Tracing the Roots of the Best-Loved Self -- Introduction -- Survey of the Literature -- Experience, Education, and Life -- Liberal Education -- Best-Loved Self -- Development of Ideas -- Research Method -- The Story Before the Story -- Roots of the Best-Loved Self in Schwab's Research Program -- Intersections Between Schwab's Best-Loved Self and Others' Scholarship -- John Dewey -- Jerome Bruner -- Mihali Csikszentmihalyi -- Oliver Sacks -- Concluding Thoughts -- References -- Chapter 3: A Challenging Teaching Experience Cultivated Profound Professional and Personal Rewards -- Introduction -- Literature -- Experiential Learning -- Best-Loved Self -- Method -- A Story of Pedagogical Challenges and Rewards -- Shock and Ahhh… -- Background and History -- Meeting "Bad Billy" -- First Week -- Mathematics Mayhem and Mutiny -- Class Project Announcement -- Informative Meeting -- Wayne's Pointed Question -- Library Visit -- Trial of the Best-Loved Self -- Second Week -- Math Tutor -- Billy's Swearing -- Presentation Preparation -- Challenges of the Best-Loved Self -- Third Week -- Wayne's Shadow -- Drum Roll… -- Cat Fight -- Evolving Best-Loved Self -- Fourth Week -- Veiled Video Taping -- Enactment of Best-Loved Self -- Fifth Week -- Presentation to Kindergarteners -- Empowerment of Best-Loved Self -- Sixth Week -- Awards Ceremony -- "Surprise" Video -- Reflection of Best-Loved Self -- Concluding Comments -- References -- Chapter 4: Recognizing and Fostering the Best-Loved Teacher Self: One Teacher's Story -- Introduction -- Impact of Teacher Emotions on Teaching -- Teacher Identity Formation -- Impact of Teacher Emotions on Teacher Identity Formation -- Best-Loved Self. ; Curriculum Implementers or Curriculum Makers? -- Developing My Own Best-Loved Self -- Early Foundational Events That Impacted My Best-Loved Self -- Identity Shapes Research -- Conclusion -- References -- Chapter 5: What Makes a Good Teacher: One Female Educator's Lived Experiences -- Theoretical Foundations -- The Purpose of Education -- Teacher as Curriculum Maker -- Teachers' Best-Loved Selves -- Research Method -- Xiuhui's Two Elementary Teachers: Dong Laoshi and Zhang Laoshi -- Dong Laoshi -- Zhang Laoshi -- Teachers in the Reform: Qu Laoshi and Li Laoshi -- Qu Laoshi -- Li Laoshi -- Interpretive Analysis -- Parting Words -- References -- Chapter 6: Kicking and Screaming: Reflections of a Reluctant Educator -- Introduction -- Review of the Literature -- Research Methods -- Reflection -- My Teaching History -- Reflections on My Teaching -- Recognition of "Best-Loved Self" -- References -- Chapter 7: Joined at the Hip: Learning the Ropes and the Charge to Pass It On -- Introduction -- Reading as Leading -- Leading from the Heart -- Defining Leadership -- Identity as a Leader -- Motivation to Lead -- Leading Challenges -- The Power of Passion -- References -- Chapter 8: Vignettes of the Best-Loved Self -- Methods -- Vignettes from the Field -- Gayle's Vignettes of Experience -- Daniel's Three-Little-Words Transformed Gayle's Practice -- Juan's Unmet Needs Influenced Future Actions -- Unpacking Gayle's Vignettes -- Michaelann's Vignettes of Experience -- Jamie's Voice -- Ricky's Space -- Eric's Listening -- Juanita's Growing -- Starting Over -- Unpacking Michaelann's Vignettes -- Discussion (Cheryl) -- References -- Chapter 9: Exploring Your Past to Strengthen Your Best-Loved Self -- Introduction -- Introduction to Our "Best-Loved Self" Story -- Angelica's Story -- Introduction to Angelica -- Angelica's Experiences -- Disenfranchised Population. ; Angelica's Impact on ELLs -- How Angelica's Experiences Shaped Her Best-Loved Self -- Kent's Story -- Introduction to Kent -- Teacher-Student Relationships at the Middle and High School Levels -- Learning About the Color Gray -- Remaining in First Grade -- Ann Williams -- Mrs. Stickney/Miller and Mrs. Curran-Robbins -- High School -- Teaching Career -- How Kent's Experiences Shaped His Best-Loved Self -- Explore Your Best-Loved Self -- Writing Your Best-Loved Self Story -- References -- Chapter 10: Unleashing the Best-Loved Self: Autobiographical Narratives of Experience in Higher Education -- Literature Review -- Contexts of Meaning -- Identity -- Best-Loved Self -- Eros -- Teacher-Student Relationships Examining the Truths of Curriculum Materials -- Research Method -- Narrative Inquiry -- Research Tools and Ethics -- Research Backdrop -- Introduction to the Researchers/Authors -- Mickey -- Michele -- Cheryl -- Autobiographical Narrative Accounts -- The Story Before the Story -- Cheryl -- Michele -- Mickey -- The Story -- Cheryl -- Michele -- Mickey -- The Story After the Story -- Miguel -- Michele -- Cheryl -- Narrative Threads -- Change -- Generous Scholarship -- Being Fearless -- Conclusion -- References -- Chapter 11: My Best-Loved Self -- Method -- Jacqueline's Story -- Early Experiences with Math -- Teaching: Jackie's Third Career -- Teaching in an Urban Public Middle School -- Educational Research Impacts Jackie's Teaching Career -- Serving as a Math Specialist in My District -- University Faculty Member: Jackie's Fourth Career -- References -- Chapter 12: A Milieu for Flourishing as Your Best-Loved Self: A Mentored Knowledge Community Learning About Mentoring -- A Milieu for Flourishing as Your Best-Loved Self: A Mentored Knowledge Community Learning About Mentoring -- Theoretical Underpinnings -- Knowledge Communities -- Milieu. ; Best-Loved Self -- The Mentor -- The Metaphor -- Travel-Themed Charms -- Planet Earth and Mentor Influence -- Passport and Interactions Within Knowledge Community -- Trunk and Environment -- The Hospitality Charms -- Key to Hearts and Mentor Influence -- Family Time and Interactions Within Knowledge Community -- Hospitality and Environment -- The Design Charms -- Typewriter and Mentor Influence -- The Artistic Palate and Interactions Within the Knowledge Community -- Grand Piano and Environment -- The Cycle Charms -- Mariposa and Mentor Influence -- Infinity Circle and Interactions Within Knowledge Community -- Four Seasons and Environment -- The Butterfly Effect of a Mentored Research-Based Knowledge Community -- Unpacking the Unseen Butterfly Effect -- Unpacking the Milieu -- References -- Chapter 13: Discovering the E in STEM: The Best-Loved Self Mirrored Back -- Introduction -- Method -- Reflective Journaling -- Interviews -- Teaching Philosophy Statements -- Member Checking -- Beliefs and Perceptions That Matter to Teachers -- Engineering Design Education -- Engineering Design Process (EDP) -- Mariam's Journey Into Engineering Design Education -- Ashley's Journey Into Engineering Design Education -- The Best-Loved Self Mirrored -- References -- Chapter 14: She Even Gave Me Her Liver: A Story Given Back -- Introduction -- My Teaching Journey -- Contextual Backdrop -- The teachHOUSTON Program -- National Science Foundation -- Literature Review -- Culturally Responsive Pedagogy -- Inquiry-Based Learning -- Best-Loved Self -- Research Method -- Imani's Journey -- Concluding Thoughts -- References -- Chapter 15: Discovering Your Best-Loved Self as a Multifaceted Mentor -- Introduction -- Literature Review -- Mentoring -- One-on-One Mentoring -- Group Mentoring -- Finding My Best-Loved Self Through Mentoring Experiences -- My Background. ; Mentoring as a Professor of Physics -- Mentoring as an Academic Advisor -- Mentoring as a Researcher -- Mentoring Through the Parent Academy -- Reflections of My Best-Loved Self as a Mentor -- Conclusion -- References -- Chapter 16: Bernardo Through Jackie's Eyes and Jackie Through Bernardo's Eyes -- Introduction -- Theoretical Perspectives -- Knowledge Community -- Critical Friendship -- The Power of Narrative -- Jackie's Story (In Her Own Words) -- Bernardo's Story (In His Own Words) -- Critical Friends and the Best-Loved Self -- Conclusion -- References -- Chapter 17: Composing Our Best-Loved Selves: Using the Educational Disruption of the COVID-19 Pandemic to Reforge Our Teacher Educator Identities -- Inquiry Context -- Findings -- In the Midst-Best-Loved Selves in Crisis -- Teaching Identity -- Professional Identity -- Relational Identity -- Upon Reflection: Restorying Our Identities to Make Meaning -- Teaching Identity -- Professional Identity -- Relational Identity -- Composing Our Best-Loved Selves -- References -- Chapter 18: Journey of Discovery: Finding One's Best-Loved Self -- Introduction -- Serendipity and Surprises -- Success Through Mistakes -- Overcoming Barriers Through Generative Actions -- Affective and Relational Elements of Educators' Best-Loved Self -- Looking Beyond: Reflections and Ongoing Questions -- References -- Chapter 19: The Best-Loved Self: Where to from Here? -- References -- Afterword -- References -- Index.
• Sommario/riassunto: 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.
• Titolo autorizzato: Learning, leading, and the best-loved self in teaching and teacher education
• ISBN: 3-031-11902-9
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910634044503321
• Lo trovi qui: Univ. Federico II
• Serie: Palgrave studies on leadership and learning in teacher education.