Professing and Pedagogy: Learning the Teaching of English |
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Page 47
... students — are as impor- tant to examine as are the " results " of our pedagogies , which are likely to be different ... teachers in specific pedagogical situations . expense This is not to say that scholarship of teaching does not in- clude ...
... students — are as impor- tant to examine as are the " results " of our pedagogies , which are likely to be different ... teachers in specific pedagogical situations . expense This is not to say that scholarship of teaching does not in- clude ...
Page 122
... students and teachers per- form intellectual work together . Neither is the property of one or the other , but instead both are community spaces to which all contribute , and in which all have a stake . This is not to say that faculty ...
... students and teachers per- form intellectual work together . Neither is the property of one or the other , but instead both are community spaces to which all contribute , and in which all have a stake . This is not to say that faculty ...
Page 133
Learning the Teaching of English Shari J. Stenberg. supports and even makes possible these developments , a sense of " discipline " that allows literacy workers ( teachers and students ) in various institutional sites ( academic and ...
Learning the Teaching of English Shari J. Stenberg. supports and even makes possible these developments , a sense of " discipline " that allows literacy workers ( teachers and students ) in various institutional sites ( academic and ...
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