Professing and Pedagogy: Learning the Teaching of English |
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Page 119
... create opportunities for reflection on the first - year writing curriculum I now work within . What do we hope students will know or be able to do as a result of enrolling in first - year composition ? What experiences do we think all ...
... create opportunities for reflection on the first - year writing curriculum I now work within . What do we hope students will know or be able to do as a result of enrolling in first - year composition ? What experiences do we think all ...
Page 131
... create opportunities for the ongoing development of experi- enced teachers — that is , to create sites in which teachers ( profes- sors , part - time instructors , TAs ) can came together to work in and on pedagogy . To be sure , many ...
... create opportunities for the ongoing development of experi- enced teachers — that is , to create sites in which teachers ( profes- sors , part - time instructors , TAs ) can came together to work in and on pedagogy . To be sure , many ...
Page 135
... create encounters that foster the mutual development of teachers across traditional boundaries of " sta- tus " ( i.e. , full- versus part - time , administrator versus teacher ) and position each group as ( at once ) knower and learner ...
... create encounters that foster the mutual development of teachers across traditional boundaries of " sta- tus " ( i.e. , full- versus part - time , administrator versus teacher ) and position each group as ( at once ) knower and learner ...
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