Professing and Pedagogy: Learning the Teaching of English |
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Page 30
... traditional aca- demic privileging of theory over practice and research over teach- ing . Composition scholarship typically focuses on the process of learning rather than on the acquisition of knowledge , and com- position pedagogy ...
... traditional aca- demic privileging of theory over practice and research over teach- ing . Composition scholarship typically focuses on the process of learning rather than on the acquisition of knowledge , and com- position pedagogy ...
Page 51
... traditional professorial model . At the same time , we also need to look with a critical eye at scholarship that values methodology over an epistemic process of inquiry , or requires us to leave out moments and questions that might ...
... traditional professorial model . At the same time , we also need to look with a critical eye at scholarship that values methodology over an epistemic process of inquiry , or requires us to leave out moments and questions that might ...
Page 56
... traditional disciplinary contribution . For in- stance , as I recently developed a course for English education majors on composition theory and practices , I was warned by one member of the majors committee that some might read my ...
... traditional disciplinary contribution . For in- stance , as I recently developed a course for English education majors on composition theory and practices , I was warned by one member of the majors committee that some might read my ...
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