Professing and Pedagogy: Learning the Teaching of English |
From inside the book
Results 1-3 of 22
Page 16
Since there were an abundance of holders of ABDs at this time , degrees like the
master of philosophy developed at Yale in 1966 were intended to legitimize this
educational status and to “ dethrone ” the Ph . D . as the only degree that allowed
...
Since there were an abundance of holders of ABDs at this time , degrees like the
master of philosophy developed at Yale in 1966 were intended to legitimize this
educational status and to “ dethrone ” the Ph . D . as the only degree that allowed
...
Page 25
... associated with “ new ” teachers . While it should follow — especially since
there is so much attention given during this moment to disrupting master -
apprentice relationships — that all teachers should engage in teacher - learning
activities ...
... associated with “ new ” teachers . While it should follow — especially since
there is so much attention given during this moment to disrupting master -
apprentice relationships — that all teachers should engage in teacher - learning
activities ...
Page 112
As we teased out our conflation of learning with fraudulence , we began to see
our responses as symptomatic of a model that ( falsely ) promotes finished or
master teachers . Making visible this model allowed us to challenge it : Why is ...
As we teased out our conflation of learning with fraudulence , we began to see
our responses as symptomatic of a model that ( falsely ) promotes finished or
master teachers . Making visible this model allowed us to challenge it : Why is ...
What people are saying - Write a review
We haven't found any reviews in the usual places.
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 33 |
The Teacher as Trainee | 63 |
Copyright | |
4 other sections not shown
Common terms and phrases
activity allowed approach argue assumptions authority become begin body calls challenge chapter classroom College composition conception consider contexts conversation course create critical critical pedagogy cultural curricular curriculum demonstrate describes designed dialogue disciplinary discipline discussion doctoral enable enact engage English studies examine examples experience fact faculty field finally first-year function goals graduate ideas important individual inquiry instance institutional intellectual interest invite issues kind knowledge learner learning look master means move narratives notion offer one's ongoing opportunities participate pedagogy portfolio position possibilities practices preparation present production professional professor programs promote questions reflection remains requires response result revision rhetoric role scholar scholarly scholarship seemed serve shared silence speak specific stories suggest teacher teaching texts theory tion traditional understand values visions visits writing