Professing and Pedagogy: Learning the Teaching of English |
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Page 56
... reflection , we may need to educate others ( including students ) that this writing is indeed scholarly and rigorous , even if it doesn't display finished knowl- edge or look like a traditional disciplinary contribution . For in- stance ...
... reflection , we may need to educate others ( including students ) that this writing is indeed scholarly and rigorous , even if it doesn't display finished knowl- edge or look like a traditional disciplinary contribution . For in- stance ...
Page 73
... reflection that will help us to chal- lenge the notion of ( new ) teacher as blank slate or “ trainee , ” and which also aids experienced teachers in an ongoing reflection of the contexts that have shaped them . To this end , I am ...
... reflection that will help us to chal- lenge the notion of ( new ) teacher as blank slate or “ trainee , ” and which also aids experienced teachers in an ongoing reflection of the contexts that have shaped them . To this end , I am ...
Page 139
... Reflection and Revision After TAs complete their apprenticeships in training or orienta- tion sites , their work ... reflecting upon their goals for teaching and their students ' performance / learning . You have been asked to ...
... Reflection and Revision After TAs complete their apprenticeships in training or orienta- tion sites , their work ... reflecting upon their goals for teaching and their students ' performance / learning . You have been asked to ...
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