Professing and Pedagogy: Learning the Teaching of English |
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Page 38
... tion programs must provide teachers with the " critical terminol- ogy and conceptual apparatus that will allow them not only to critically analyze the democratic and political shortcomings of schools , but also to develop the knowledge ...
... tion programs must provide teachers with the " critical terminol- ogy and conceptual apparatus that will allow them not only to critically analyze the democratic and political shortcomings of schools , but also to develop the knowledge ...
Page 67
... tion of how we employ , respond to , and construct stories in teacher education sites has not yet been sufficiently examined . These are crucial concerns if we hope to prevent narratives from becoming another mechanism for teacher ...
... tion of how we employ , respond to , and construct stories in teacher education sites has not yet been sufficiently examined . These are crucial concerns if we hope to prevent narratives from becoming another mechanism for teacher ...
Page 142
... tion . After all , it is never too early to begin to reflect on and document one's teaching . But it also serves as an important op- portunity for ongoing professorial development , as well . In fact , Amy participated , along with ...
... tion . After all , it is never too early to begin to reflect on and document one's teaching . But it also serves as an important op- portunity for ongoing professorial development , as well . In fact , Amy participated , along with ...
Contents
Teaching in the Research Model | 1 |
The Teacher as Scholar | 43 |
The Teacher as Owner | 100 |
Copyright | |
5 other sections not shown
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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