Professing and Pedagogy: Learning the Teaching of English |
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Page 82
... contexts . It is the interplay of practices and contexts that requires ongoing reflec- tion , consideration . Because many of us had participated in other classrooms to- gether , Matt had already been marked and named in particular ways ...
... contexts . It is the interplay of practices and contexts that requires ongoing reflec- tion , consideration . Because many of us had participated in other classrooms to- gether , Matt had already been marked and named in particular ways ...
Page 104
... contexts and through specific practices , the second step is a careful examination of the social and institutional contexts that have contributed to our current state of " radical individualism " in teaching . It requires , in other ...
... contexts and through specific practices , the second step is a careful examination of the social and institutional contexts that have contributed to our current state of " radical individualism " in teaching . It requires , in other ...
Page 113
... context - dependent , and that our readings of them need to take into account the local sites in which they take place . Because these contexts are not fully visible to the visitor ( or the teacher ) , we also decided that it would be ...
... context - dependent , and that our readings of them need to take into account the local sites in which they take place . Because these contexts are not fully visible to the visitor ( or the teacher ) , we also decided that it would be ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
5 other sections not shown
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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