Professing and Pedagogy: Learning the Teaching of English |
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Page 19
... move beyond mere reform . Instead of simply donating more time to improving teaching methods , the D.A. programs he describes refused to sever teaching from disciplinary or scholarly work . He seems , in fact , to be suggesting in 1972 ...
... move beyond mere reform . Instead of simply donating more time to improving teaching methods , the D.A. programs he describes refused to sever teaching from disciplinary or scholarly work . He seems , in fact , to be suggesting in 1972 ...
Page 29
... move beyond the class status of the apprentice , they become " token professionals " ( Sosnoski 1994 ) ; on the other hand , TAs tempo- rarily endure the system so that they can eventually assume the professional status of professor ...
... move beyond the class status of the apprentice , they become " token professionals " ( Sosnoski 1994 ) ; on the other hand , TAs tempo- rarily endure the system so that they can eventually assume the professional status of professor ...
Page 34
... move us beyond the age - old dichotomy of teaching versus research , initiated a surge of interest in the " scholarship of teaching . " As this movement takes hold in our universities , it is worth exploring the model of the " teacher ...
... move us beyond the age - old dichotomy of teaching versus research , initiated a surge of interest in the " scholarship of teaching . " As this movement takes hold in our universities , it is worth exploring the model of the " teacher ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
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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