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, who have been involved in examining teacher education for over two decades.
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1 Introducing the Book and the Best-Loved Self |
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1 | (8) |
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2 Tracing the Roots of the Best-Loved Self |
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9 | (22) |
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3 A Challenging Teaching Experience Cultivated Profound Professional and Personal Rewards |
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31 | (30) |
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4 Recognizing and Fostering the Best-Loved Teacher Self: One Teacher's Story |
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61 | (20) |
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5 What Makes a Good Teacher: One Female Educator's Lived Experiences |
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81 | (18) |
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6 Kicking and Screaming: Reflections of a Reluctant Educator |
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99 | (14) |
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7 Joined at the Hip: Learning the Ropes and the Charge to Pass It On |
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113 | (10) |
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8 Vignettes of the Best-Loved Self |
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123 | (22) |
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9 Exploring Your Past to Strengthen Your Best-Loved Self |
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145 | (26) |
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10 Unleashing the Best-Loved Self: Autobiographical Narratives of Experience in Higher Education |
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171 | (24) |
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195 | (14) |
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12 A Milieu for Flourishing as Your Best-Loved Self: A Mentored Knowledge Community Learning About Mentoring |
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209 | (24) |
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13 Discovering the E in STEM: The Best-Loved Self Mirrored Back |
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233 | (18) |
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14 She Even Gave Me Her Liver: A Story Given Back |
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251 | (18) |
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15 Discovering Your Best-Loved Self as a Multifaceted Mentor |
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269 | (24) |
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16 Bernardo Through Jackie's Eyes and Jackie Through Bernardo's Eyes |
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293 | (12) |
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17 Composing Our Best-Loved Selves: Using the Educational Disruption of the COVID-19 Pandemic to Reforge Our Teacher Educator Identities |
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305 | (22) |
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18 Journey of Discovery: Finding One's Best-Loved Self |
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327 | (6) |
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19 The Best-Loved Self: Where to from Here? |
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333 | (10) |
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| Afterword |
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343 | (2) |
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| Index |
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345 | |
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) in addition to the Michael Huberman Award for Contributions to the Understanding of the Lives of Teachers.
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.
