Professing and Pedagogy: Learning the Teaching of English |
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Page xiii
... look with different eyes at the deep division between teachers and scholars . In fact , my re- sponse to her made abundantly clear that I had not only learned the professor's work to be privileged above that of the teacher's , but that ...
... look with different eyes at the deep division between teachers and scholars . In fact , my re- sponse to her made abundantly clear that I had not only learned the professor's work to be privileged above that of the teacher's , but that ...
Page xxi
... Look Ahead : Chapter Overview So as to provide a fuller context for our contemporary " peda- gogical boom " and its implications for professorial preparation , I spend the first two chapters examining the historical and cur- rent ...
... Look Ahead : Chapter Overview So as to provide a fuller context for our contemporary " peda- gogical boom " and its implications for professorial preparation , I spend the first two chapters examining the historical and cur- rent ...
Page 56
... look like a traditional disciplinary contribution . For in- stance , as I recently developed a course for English education majors on composition theory and practices , I was warned by one member of the majors committee that some might ...
... look like a traditional disciplinary contribution . For in- stance , as I recently developed a course for English education majors on composition theory and practices , I was warned by one member of the majors committee that some might ...
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