Professing and Pedagogy: Learning the Teaching of English |
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Page 50
... understanding of textuality inform our representations of the classroom ? How do theories of collaboration inform ... understandings of development ( Haswell 1991 ) and revision inform our conception of teacher research ? How do ...
... understanding of textuality inform our representations of the classroom ? How do theories of collaboration inform ... understandings of development ( Haswell 1991 ) and revision inform our conception of teacher research ? How do ...
Page 70
... understanding of critical pedagogy scholarship . The assumption seems to be that if she were properly trained— with the right knowledges - she would not work out of an ex- ploratory , questioning stance . Rather than using narratives as ...
... understanding of critical pedagogy scholarship . The assumption seems to be that if she were properly trained— with the right knowledges - she would not work out of an ex- ploratory , questioning stance . Rather than using narratives as ...
Page 118
... understanding of such cultural terms as “ writer , ” “ author , ” and “ literature , ” as well as an ability to ... understandings 118- CHAPTER FOUR.
... understanding of such cultural terms as “ writer , ” “ author , ” and “ literature , ” as well as an ability to ... understandings 118- CHAPTER FOUR.
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