Becoming a Teacher: Using Narrative as Reflective Practice. A Cross-Disciplinary Approach (Counterpoints: Studies in Criticality, Band 411) - Hardcover
Inhaltsangabe
Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching – and what we know works, in spite of standardized testing and accountability measures that declare the opposite.
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Über die Autorin bzw. den Autor
Robert W. Blake Jr. is Associate Professor of Elementary Education at Towson University. By training and passion he is a science educator and focuses much of his work on helping pre-service elementary interns teach meaningful science to elementary students.
Brett Elizabeth Blake is Professor in the School of Education at St. John’s University, where she is also a Senior Research Fellow at the Vincentian Center for Social Justice and Poverty.
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Buch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite. 248 pp. Englisch. Bestandsnummer des Verkäufers 9781433113314
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Gebunden. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Becoming a TeacherBecoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces. Bestandsnummer des Verkäufers 118392799
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Becoming a Teacher
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Peter Lang, Peter Lang Mär 2012, 2012
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ISBN 13: 9781433113314
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Buch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching ¿ and what we know works, in spite of standardized testing and accountability measures that declare the opposite.Lang, Peter GmbH, Gontardstraße 11, 10178 Berlin 248 pp. Englisch. Bestandsnummer des Verkäufers 9781433113314
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Becoming a Teacher revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those of us in teacher education that the very mandates that control so much of our curricula, funding, and publishing decisions can be reconstructed to reflect what we know is good teaching - and what we know works, in spite of standardized testing and accountability measures that declare the opposite. Bestandsnummer des Verkäufers 9781433113314
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Buch. Zustand: Neu. Becoming a Teacher | Using Narrative as Reflective Practice. A Cross-Disciplinary Approach | Brett Elizabeth Blake (u. a.) | Buch | Counterpoints | 248 S. | Englisch | 2012 | Peter Lang | EAN 9781433113314 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu Print on Demand. Bestandsnummer des Verkäufers 104165437
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