Professing and Pedagogy: Learning the Teaching of English |
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Page 59
to interrogate their own positions through precise , pointed questions that follow
almost every exercise . The questions are the same ones I seek to answer about
my own writing and my own approach to teaching writing . Furthermore , they ...
to interrogate their own positions through precise , pointed questions that follow
almost every exercise . The questions are the same ones I seek to answer about
my own writing and my own approach to teaching writing . Furthermore , they ...
Page 112
Why do we have so few models of collaborative teacher learning at the university
level ? But it was not enough to raise these questions once . Because the
research model is so deeply entrenched and naturalized , it was important that
we ...
Why do we have so few models of collaborative teacher learning at the university
level ? But it was not enough to raise these questions once . Because the
research model is so deeply entrenched and naturalized , it was important that
we ...
Page 117
These questions usually had to do with issues of teaching writing , such as
student development , portfolio projects , our conceptions and uses of grading ,
and so on . In these interactions , we sought to pose questions as , for example , "
How ...
These questions usually had to do with issues of teaching writing , such as
student development , portfolio projects , our conceptions and uses of grading ,
and so on . In these interactions , we sought to pose questions as , for example , "
How ...
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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
Bibliographic information
| Title | Professing and Pedagogy: Learning the Teaching of English Volume 15 of Refiguring English studies, ISSN 1073-9637 |
| Author | Shari J. Stenberg |
| Publisher | National Council of Teachers of English, 2005 |
| Original from | the University of California |
| Digitized | 5 Mar 2008 |
| ISBN | 0814137415, 9780814137413 |
| Length | 173 pages |
| Subjects | › Language Arts & Disciplines / Rhetoric |
| Export Citation | BiBTeX EndNote RefMan |