Professing and Pedagogy: Learning the Teaching of English |
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Page 55
... develop . The writing we assign needs to foster a dynamic interaction among scholarly texts , pedagogical sites , and teachers ' ideas and interests . The kind of writing to develop that I advocate is not so different from the kind of ...
... develop . The writing we assign needs to foster a dynamic interaction among scholarly texts , pedagogical sites , and teachers ' ideas and interests . The kind of writing to develop that I advocate is not so different from the kind of ...
Page 118
... develop the following : an ability to read one's own writing critically , and to write about one's writing process ; an ability to respond to the writing of other students ; a willingness to " try new things ” or “ experiment " with ...
... develop the following : an ability to read one's own writing critically , and to write about one's writing process ; an ability to respond to the writing of other students ; a willingness to " try new things ” or “ experiment " with ...
Page 134
... develop- ment requires a dialogue among new teacher , experienced teacher , and the field , with all three open to revision . Richard Haswell , describing writing development , explains this concept well : [ Development ] is not just an ...
... develop- ment requires a dialogue among new teacher , experienced teacher , and the field , with all three open to revision . Richard Haswell , describing writing development , explains this concept well : [ Development ] is not just an ...
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