Professing and Pedagogy: Learning the Teaching of English |
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Page xix
... compositionists ? Isn't that just preaching to the choir ? And don't we have enough work to do ? " Maybe so , but I would contend that because it is compositionists who cur- rently handle the pedagogical dimension of English studies ...
... compositionists ? Isn't that just preaching to the choir ? And don't we have enough work to do ? " Maybe so , but I would contend that because it is compositionists who cur- rently handle the pedagogical dimension of English studies ...
Page 21
... writing in- struction made concerns of writing pedagogy more visible — and more urgent — giving compositionists leverage to argue for gradu- ate training in their field , and to promote their professional sta- tus ( Berlin 1987 ) . No ...
... writing in- struction made concerns of writing pedagogy more visible — and more urgent — giving compositionists leverage to argue for gradu- ate training in their field , and to promote their professional sta- tus ( Berlin 1987 ) . No ...
Page 27
... writing pedagogy , who would take responsibility for the work no one else really wanted : pre- paring teachers of English . The pedagogical dimension of the field officially became , and has remained , composition's . Compositionists as ...
... writing pedagogy , who would take responsibility for the work no one else really wanted : pre- paring teachers of English . The pedagogical dimension of the field officially became , and has remained , composition's . Compositionists as ...
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