Professing and Pedagogy: Learning the Teaching of English |
From inside the book
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Page 47
... consider the kinds of critical thinking students already bring to the class- room . Nor does it enable us to consider the dialogic process of engaging in critical thinking with particular students in specific institutional contexts ...
... consider the kinds of critical thinking students already bring to the class- room . Nor does it enable us to consider the dialogic process of engaging in critical thinking with particular students in specific institutional contexts ...
Page 90
... consider what allowed for this inter- ruption - perhaps including the post - course conversations and the attentive audience of mainly female teachers — it is also nec- essary to consider what might have facilitated such reflexive prac ...
... consider what allowed for this inter- ruption - perhaps including the post - course conversations and the attentive audience of mainly female teachers — it is also nec- essary to consider what might have facilitated such reflexive prac ...
Page 149
... consider — still from a relatively “ safe ” place the political and rocky terrain that is occupied by first- year writing , and to help them imagine ways of teaching others about their work ( while not closing down to others ' ideas ) ...
... consider — still from a relatively “ safe ” place the political and rocky terrain that is occupied by first- year writing , and to help them imagine ways of teaching others about their work ( while not closing down to others ' ideas ) ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
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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