Titlebook: Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education; Cases of Learning an Cheryl J. Craig,Laura Turchi,Denise M. McD

TIA742

Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Lad in the broader landscape of teacher education while concurrently acknowledging how the Faculty Academy scaffolds their learning and leading both as individuals and as members of a shared community of knowing.

遗传

Mundane

Bridging the East and the West: Reflections on Learning, Leading, and Life,stories over time, her juxtaposed (East-West) thoughts on teaching, learning, and research bubble to the surface. As a Faculty Academy member, her long-term intention is to use her bilingualism and her understanding of the research traditions and cultures of the United States and China to become a leader where reciprocal learning is concerned.

拱形面包

被诅咒的人

Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Ll, and tenure-track positions. Our group’s deep history enables us to comprehensively examine our learning and leading along the teaching and teacher education continuum as well as over the passage of time (2002–2020). In this volume, 26 Faculty Academy authors pay keen attention to the ways they le

摸索

Faculty Academy: A New Version of an Established Concept of Collaboration,r a twenty-year history of collaboration. Formed in 1998, its story formed the model for the concept of the Faculty Academy. An overview of the Portfolio Group’s members and collaborative activities is provided, along with its relationship to the Faculty Academy being sketched.

肿块

,Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002–2020),nd change. My story of Faculty Academy activity draws on Dewey’s notion of the “doing” and “undergoing” (Dewey in .. Perigee Books, New York, p. 47, 1934/1980) of experience. The metaphoric story involving the literal touchstones of . and . frame the rhizomatic growth and change personally experienc

使熄灭

,The Mentor–Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading,r in science education and an associate professor in technology and teacher education under the tutelage of a senior professor who is the teaching and teacher education program lead. An invitation was subsequently extended for both mentees to join their mentor as members of the Faculty Academy. This

Apraxia

Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Esoings of fear, fellowship, and finding a voice shaping my shifting identity. These themes surface cyclically amidst the shared experiences and reveal my battle with early career Impostor Syndrome. This phenomenon is explored as the core of my narrative of liminality, and negotiation of space as a ne

沉着

Musings on the Sidelines: Leadership and Learning During the Tenure-Track Experience,ed States. As such, this is an examination of the inherent spaces where leadership is received, and leadership is given during this probationary period in academia. Particular attention will be paid to the uniqueness of this urban university where spaces for significant personal growth for assistant