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.

Autorentext

Cheryl J. Craig is Professor, Houston Endowment Endowed Chair of Urban Education, and Program Lead for Technology and Teacher Education at Texas A&M University, USA.

Laura Turchi is Faculty Member of the Department of Curriculum and Instruction in the College of Education at the University of Houston, Main Campus, USA.

Denise M. McDonald is Professor and Sandy Johnson/Barrios Technology Endowed Professor in the College of Education at the University of Houston-Clear Lake, USA.

Inhalt

1. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading2. Faculty Academy: A New Version of an Established Concept of Collaboration3. Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002-2020)4. Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members' Stories of Leadership and Learning5. The Mentor-Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading6. Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Established Research Community7. Musings on the Sidelines: Leadership and Learning during the Tenure-Track Experience8. Bridging the East and the West: Reflection on Learning, Leading and Life9. Longstanding Lessons of Propriety as a Leader10. Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Development of Skills11. Resiliency and Women: The Journey to Academic STEM Leadership12. Leading from the Shadows: School Librarian Leadership13. Learning through Co-Teaching as Critical Friends14. Learning and Leading as Teacher Researchers15. Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program.- 16. teachHOUSTON alumni: Agents of Change in Secondary STEM Education17. Discovering Stories Data Might Be Telling: Collaborative Research as Leadership, and Lessons Learned in Promoting A Culture of Evidence18. Sustaining Critical Practice in Contested Spaces: Teacher Educators Resist Narrowing Definitions of Curriculum19. Generous Scholarship: A Counternarrative for the Region and the Academy20. The Faculty Academy in Review: What, So What, Now What?