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008			241002b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aJurow, A. Susan _eauthor
245	1	0	_aCultivating self in the context of transformative professional development/ _ccreated by A. Susan Jurow
264	1		_aThousand Oaks : _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 3
520	3		_aIn this study, the author combines insights from ethnography and discourse analysis to examine how a model of selfhood was cultivated through the social practices of a transformative professional development program for urban public school leaders. Participants were introduced to the notion of an inner self that is knowing, vulnerable, and connected to others through (a) the modeling of multiple ways of talking about an inner self, (b) ritual experience of self in relation to others, and (c) the connection of self to a natural order. Taken together, the author found that the social practices of the retreat aimed to reposition the school leaders to try on new ways of seeing themselves both personally and professionally. This study contributes to our nascent understandings of both the practices and potential of transformative professional development.
650			_aTransformative learning _vIdentity _xProfessional development
856			_uhttps://doi.org/10.1177/0022487109336895
942			_2lcc _cJA
999			_c167467 _d167467