Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading. Palgrave Studies on Leadership and Learning in Teacher Education

Sonst. Personen	Craig, Cheryl J. (Hrsg.); Turchi, Laura (Hrsg.); McDonald, Denise M. (Hrsg.)
Titel	Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading. Palgrave Studies on Leadership and Learning in Teacher Education
Quelle	(2020), (391 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2524-7069
ISBN	978-3-030-56673-9
Schlagwörter	College Faculty; Teacher Collaboration; Interdisciplinary Approach; Institutional Cooperation; Teacher Education Programs; Teacher Persistence; Communities of Practice; Teacher Leadership; Mentors; Interpersonal Relationship; Researchers; Tenure; Leadership Role; Leadership Qualities; Skill Development; Resilience (Psychology); Females; STEM Education; Librarians; Team Teaching; Teacher Researchers; Physics; Science Teachers; Science Education; Alumni; Secondary Education; Change Agents + Suchen Sie Ihr Suchwort? Fakultät; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Institute; Co-operation; Cooperation; Institut; Kooperation; Community; Lehrerfunktionsstelle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Researcher; Forscher; Amtszeit; Beschäftigungsdauer; Führungseigenschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Weibliches Geschlecht; STEM; Librarian; Bibliothekar; Bibliothekarin; Teamteaching; Lehrerforschung; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Sekundarbereich
Abstract	This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group--consisting of 28 professors from five regional universities--meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories--including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways. [Individual chapters are indexed in ERIC.] (As Provided).
Anmerkungen	Palgrave Macmillan. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01