Professing and Pedagogy: Learning the Teaching of English |
From inside the book
Results 1-3 of 14
Page 29
... allowed to teach courses outside of first- year writing , it is usually after having made significant scholarly progress ( i.e. , reaching upper - level coursework in literature ) . This teaching is not typically formally sponsored or ...
... allowed to teach courses outside of first- year writing , it is usually after having made significant scholarly progress ( i.e. , reaching upper - level coursework in literature ) . This teaching is not typically formally sponsored or ...
Page 85
... allowed me to see myself as student through a new lens . At the time , I understood the gap between what was ... allowed us to see the classroom as a text that could be read , critiqued , and even revised ( Lee 2000 ) . Talking with ...
... allowed me to see myself as student through a new lens . At the time , I understood the gap between what was ... allowed us to see the classroom as a text that could be read , critiqued , and even revised ( Lee 2000 ) . Talking with ...
Page 90
... allowed for an examination of the levels of performance expected in the course , and how the Storyspace served as a means to " display " the work we'd done rather than to share and produce knowledge collectively as a re- sult of one ...
... allowed for an examination of the levels of performance expected in the course , and how the Storyspace served as a means to " display " the work we'd done rather than to share and produce knowledge collectively as a re- sult of one ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
5 other sections not shown
Common terms and phrases
African American Amy Lee argue articulate assumptions challenge chapter classroom visits collaborative College composition composition studies compositionists conception contend contexts create Creighton University critical pedagogy critical theory critique crucial cultural curricular curriculum dents dialogue disciplinary discipline discourse discussion doctor of arts doctoral dynamic enable enact engage English studies examine experience experienced teachers faculty false consciousness first-year writing function Gallagher Giroux glish goals gogical gogy Goodburn graduate students Henry Giroux ideas important inquiry institutional intellectual knowledge Lawrence Stenhouse learner ment metaphor narratives notion offer one's ongoing opportunities participate peda Ph.D position poststructuralist practices preparation profes professional professor programs promote questions reflection reflexive requires revision rhetoric role scholarly scholarship of teaching semester shared silence Stenberg stories Storyspace teacher development teacher education teacher learning teacher training teacher-scholar teaching and learning texts theory tion traditional values