Professing and Pedagogy: Learning the Teaching of English |
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Page xvii
... professing have not been sufficiently revised . Professing remains tied ,
primarily , to the production of research . Consequently , we have not seen a
radical shift in how we facilitate pedagogical development for future professors of
English .
... professing have not been sufficiently revised . Professing remains tied ,
primarily , to the production of research . Consequently , we have not seen a
radical shift in how we facilitate pedagogical development for future professors of
English .
Page 5
That is , it typically remains at the level of abstract social visions , seemingly
abiding by the assumption that someone else - namely the teachers — will
unpack and deliver it to the students . In fact , Gore goes so far as to ask whether
the new ...
That is , it typically remains at the level of abstract social visions , seemingly
abiding by the assumption that someone else - namely the teachers — will
unpack and deliver it to the students . In fact , Gore goes so far as to ask whether
the new ...
Page 29
In both cases , teaching remains something other than valued , intellectual ,
disciplinary work , and teachers are cast ... teaching will remain ancillary to
research ( even when the research is about pedagogy ) , and those of us
interested in ...
In both cases , teaching remains something other than valued , intellectual ,
disciplinary work , and teachers are cast ... teaching will remain ancillary to
research ( even when the research is about pedagogy ) , and those of us
interested in ...
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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 |