Professing and Pedagogy: Learning the Teaching of English |
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Page 40
... practice " ( 35 ; my emphasis ) . Here her language might be read to suggest that theory is a deliverable content of which teach- ers are in need , and which , upon receipt , is then translated into practice . If this is the case , then ...
... practice " ( 35 ; my emphasis ) . Here her language might be read to suggest that theory is a deliverable content of which teach- ers are in need , and which , upon receipt , is then translated into practice . If this is the case , then ...
Page 61
... practice position the student ? the teacher ? ♢ What is it designed to help students know , be able to do ? What seem to be the assumptions about the teaching of writing informing this practice ? ♢ How does this practice seem informed ...
... practice position the student ? the teacher ? ♢ What is it designed to help students know , be able to do ? What seem to be the assumptions about the teaching of writing informing this practice ? ♢ How does this practice seem informed ...
Page 158
... Practice . Logan : Utah State University Press . Ferry , Christopher . 1998. " Theory , Research , Practice , Work . " In Farris and Anson , 11-18 . Fish , Stanley . 1998. “ Truth and Toilets : Pragmatism and the Practices of Life ...
... Practice . Logan : Utah State University Press . Ferry , Christopher . 1998. " Theory , Research , Practice , Work . " In Farris and Anson , 11-18 . Fish , Stanley . 1998. “ Truth and Toilets : Pragmatism and the Practices of Life ...
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