Professing and Pedagogy: Learning the Teaching of English |
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Page 59
... questions that follow almost ev- ery exercise . The questions are the same ones I seek to answer about my own writing and my own approach to teaching writ- ing . Furthermore , they instill a sense of ownership in the writer as he or she ...
... questions that follow almost ev- ery exercise . The questions are the same ones I seek to answer about my own writing and my own approach to teaching writ- ing . Furthermore , they instill a sense of ownership in the writer as he or she ...
Page 112
... questions and points of attention for the visit . As Minter argues in " Peer Observation as Collaborative Class- room Inquiry , " many factors — the range of questions , the range of possible purposes for observing , the length and ...
... questions and points of attention for the visit . As Minter argues in " Peer Observation as Collaborative Class- room Inquiry , " many factors — the range of questions , the range of possible purposes for observing , the length and ...
Page 117
... questions as , for example , " How should we use grades in the Writing Sequence ? ” rather than , “ How should each ... question , the emphasis is placed on the individual teacher coming to a reflective , deliberate choice about using ...
... questions as , for example , " How should we use grades in the Writing Sequence ? ” rather than , “ How should each ... question , the emphasis is placed on the individual teacher coming to a reflective , deliberate choice about using ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
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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