This book is written as a part of a process of inquiry initiated by my desire to pursue community-based ethnographic research that is critical, collaborative, academically rigorous and socially responsive. I examined the practicum classroom as a site of struggle and activism and investigated some of the challenges faced by pre-service teacher candidates trying to teach controversial issues in their practicum. I am concerned with how they negotiate a critical, inclusionary space in the curriculum and some of the resulting consequences of taking up a critical teaching practice. The study was intrinsically participatory; a collaborative process, attempting to provide accounts from the emic or "insider" perspective. The study was based on the premise that emerging possibilities for change might best be revealed by closely examining the struggles and real life experiences of new teachers working from the margins of the educational setting and by focusing on the quality of the teaching-learning activities being negotiated and forged. The findings from this study will serve to inform both the pre-service and in-service programs in teacher education.
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Dr. Andrew Allen is a former elementary classroom teacher. He is now an Associate Professor in the Faculty of Education at the University of Windsor. He received his Bachelor of Education and Master of Education degrees from York University and his PhD in education from the Ontario Institute for Studies in Education of the University of Toronto.
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Anbieter: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Deutschland
Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book is written as a part of a process of inquiry initiated by my desire to pursue community-based ethnographic research that is critical, collaborative, academically rigorous and socially responsive. I examined the practicum classroom as a site of struggle and activism and investigated some of the challenges faced by pre-service teacher candidates trying to teach controversial issues in their practicum. I am concerned with how they negotiate a critical, inclusionary space in the curriculum and some of the resulting consequences of taking up a critical teaching practice. The study was intrinsically participatory; a collaborative process, attempting to provide accounts from the emic or insider perspective. The study was based on the premise that emerging possibilities for change might best be revealed by closely examining the struggles and real life experiences of new teachers working from the margins of the educational setting and by focusing on the quality of the teaching-learning activities being negotiated and forged. The findings from this study will serve to inform both the pre-service and in-service programs in teacher education. 324 pp. Englisch. Bestandsnummer des Verkäufers 9783846530665
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Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Allen Andrew M.A.Dr. Andrew Allen is a former elementary classroom teacher. He is now an Associate Professor in the Faculty of Education at the University of Windsor. He received his Bachelor of Education and Master of Education degr. Bestandsnummer des Verkäufers 5497029
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Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is written as a part of a process of inquiry initiated by my desire to pursue community-based ethnographic research that is critical, collaborative, academically rigorous and socially responsive. I examined the practicum classroom as a site of struggle and activism and investigated some of the challenges faced by pre-service teacher candidates trying to teach controversial issues in their practicum. I am concerned with how they negotiate a critical, inclusionary space in the curriculum and some of the resulting consequences of taking up a critical teaching practice. The study was intrinsically participatory; a collaborative process, attempting to provide accounts from the emic or insider perspective. The study was based on the premise that emerging possibilities for change might best be revealed by closely examining the struggles and real life experiences of new teachers working from the margins of the educational setting and by focusing on the quality of the teaching-learning activities being negotiated and forged. The findings from this study will serve to inform both the pre-service and in-service programs in teacher education. Bestandsnummer des Verkäufers 9783846530665
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Zustand: New. pp. 324. Bestandsnummer des Verkäufers 2698578210
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Taschenbuch. Zustand: Neu. Teaching Controversial Issues: | Tensions, Dilemmas & Challenges of Teacher Candidates Trying to Negotiate a Critical Teaching Practice | Andrew M. A. Allen | Taschenbuch | 324 S. | Englisch | 2011 | LAP LAMBERT Academic Publishing | EAN 9783846530665 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Bestandsnummer des Verkäufers 106768109
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book is written as a part of a process of inquiry initiated by my desire to pursue community-based ethnographic research that is critical, collaborative, academically rigorous and socially responsive. I examined the practicum classroom as a site of struggle and activism and investigated some of the challenges faced by pre-service teacher candidates trying to teach controversial issues in their practicum. I am concerned with how they negotiate a critical, inclusionary space in the curriculum and some of the resulting consequences of taking up a critical teaching practice. The study was intrinsically participatory; a collaborative process, attempting to provide accounts from the emic or 'insider' perspective. The study was based on the premise that emerging possibilities for change might best be revealed by closely examining the struggles and real life experiences of new teachers working from the margins of the educational setting and by focusing on the quality of the teaching-learning activities being negotiated and forged. The findings from this study will serve to inform both the pre-service and in-service programs in teacher education.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 324 pp. Englisch. Bestandsnummer des Verkäufers 9783846530665
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Zustand: New. Print on Demand pp. 324 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam. Bestandsnummer des Verkäufers 93819133
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Zustand: New. PRINT ON DEMAND pp. 324. Bestandsnummer des Verkäufers 1898578216
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