Professing and Pedagogy: Learning the Teaching of English |
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Page 48
... examine which philosophies inform their pedagogies , and consider how they were taught as students ( 2001 , 5 ) . Swensen also offers a set of questions to make one's teaching “ unfamiliar ” and thus open to inquiry , promotes ...
... examine which philosophies inform their pedagogies , and consider how they were taught as students ( 2001 , 5 ) . Swensen also offers a set of questions to make one's teaching “ unfamiliar ” and thus open to inquiry , promotes ...
Page 73
... examine their histories as students . It seems the research model has successfully excised the formative role the subject position of student plays in the development of professors . This is a significant omission , since , as Dan ...
... examine their histories as students . It seems the research model has successfully excised the formative role the subject position of student plays in the development of professors . This is a significant omission , since , as Dan ...
Page 74
... examine how they have shaped us , to make visible what might , at the time , have seemed natural . The narratives I have in mind are not intended to lead to closure , to teach a fixed or final " lesson " that can be mastered . Instead ...
... examine how they have shaped us , to make visible what might , at the time , have seemed natural . The narratives I have in mind are not intended to lead to closure , to teach a fixed or final " lesson " that can be mastered . Instead ...
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