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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.

Teaching --- Teachers --- Philosophy. --- Training of. --- Schwab, Joseph Jackson, --- Teacher education --- Teacher training --- Teachers, Training of --- Schwab, Joseph --- Schwab, Joseph, --- Formació del professorat

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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, master's, 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. .

Teacher education. Teacher's profession --- Teaching --- Technical, artistic and vocational education --- Higher education --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- lerarenopleiding --- lesgeven

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This volume contains an Open Access Chapter Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40thAnniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from the Finnish Educational Research Association (FERA) and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Approaches to Teaching and Teacher Educationexplores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations. All three volumes that make up the ISATT40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.

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Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40thAnniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Emerald, Elsevier and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Teaching and Teacher Education in International Contextsexplores the growing global scope of research on teaching. The sections investigate the history of ISATT; teacher education reform; school reform and support structures; partnerships; and preparing teacher educators. All three volumes that make up the ISATT 40th Anniversary Yearbookoffer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.

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School management --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- onderwijs --- opvoeding --- lesgeven