§16§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. § §04§I. Introducing the Book and the Best-Loved SelfChapter 1. Introducing the Book Chapter 2. Introducing the Best-Loved Self II. Identifying the Best-Loved SelfChapter 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 ContextsChapter 6. The Mathematics Educator Mother: An Emergent Best-Loved Self from Two Separate IdentitiesChapter 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: Bla §04§ck American Womxn Scholars and Emancipatory Knowledge Transfer Chapter 15. Finding one's Best-Loved Self InternationallyChapter 16. Creating a Milieu for the Best-Loved Self to Flourish III. One's Best-Loved Self Reflected BackChapter 17. Breaking Down Barriers: Obstacles STEM Students Face When Challenging Misinformed Perceptions about the Teaching ProfessionChapter 18. She Even Gave Me Her Liver: A Story Given Back Chapter 19. Bernardo through Jackie's Eyes and Jackie through Bernardo's 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 §02§§Cheryl J. Craig is Professor and the Houston Endowment Endowed Chair of Urban Education at Texas A〓§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 peda §02§gogy. 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〓
