Professing and Pedagogy: Learning the Teaching of English |
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Page 31
... believe the chances of being co - opted are great . While educating the next generation of English studies differ- ently means teaching those in all subfields ( not just composition ) a different conception of disciplinarity , we can ...
... believe the chances of being co - opted are great . While educating the next generation of English studies differ- ently means teaching those in all subfields ( not just composition ) a different conception of disciplinarity , we can ...
Page 38
... believe teachers must acquire . Not surprisingly , the two are necessarily intertwined . One be- comes an emancipatory authority because he or she bears " criti- cal knowledge . " This brings us right back , of course , to a traditional ...
... believe teachers must acquire . Not surprisingly , the two are necessarily intertwined . One be- comes an emancipatory authority because he or she bears " criti- cal knowledge . " This brings us right back , of course , to a traditional ...
Page 119
... believe in , and which we feel will best serve our students and our program's aims . Of course , it could be argued that this makes more work for part - time teach- ers or for busy , exploited graduate TAs . I would argue , though— and ...
... believe in , and which we feel will best serve our students and our program's aims . Of course , it could be argued that this makes more work for part - time teach- ers or for busy , exploited graduate TAs . I would argue , though— and ...
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