Professing and Pedagogy: Learning the Teaching of English |
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Page xvi
... suggest that teaching has gained the value and attention it has long deserved , and for which compositionists have long argued . However , the two primary ways in which these new pedagogical conversations take shape - schol- arly , on ...
... suggest that teaching has gained the value and attention it has long deserved , and for which compositionists have long argued . However , the two primary ways in which these new pedagogical conversations take shape - schol- arly , on ...
Page 28
... suggest that these seminars tend to serve as standalone courses , distinct from considerations of teaching practice ... suggests that graduate students ' expertise in their subfield con- stitutes readiness to teach it . All of these ...
... suggest that these seminars tend to serve as standalone courses , distinct from considerations of teaching practice ... suggests that graduate students ' expertise in their subfield con- stitutes readiness to teach it . All of these ...
Page 46
... suggests a model for critical thinking pedagogy that “ can be employed regardless of one's discipline " ( 2000 ... suggest that the GPAs of students in the paired course ( overall and in psychology ) were higher than those of their ...
... suggests a model for critical thinking pedagogy that “ can be employed regardless of one's discipline " ( 2000 ... suggest that the GPAs of students in the paired course ( overall and in psychology ) were higher than those of their ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
5 other sections not shown
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