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Synopsis
Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experienced teachers and discussing the events of the day with other teachers.
Roth develops his theory by introducing the previously ignored element of temporality in teaching. When there is no time out for reflection, a teacher must develop on-the-spot decision-making skills. In part one, he presents the ideas of being-in the classroom with students and being-with other teachers. Other concepts that emerge are habitus (perceptions and expectations that lead to action), Spielraum (room to maneuver in situations), and relationality (knowing how to act without reflection, based on student-teacher rapport). In part two, Roth asserts that when novice teachers coteach and engage in subsequent cogenerative dialoguing with seasoned professionals, they are in the process of becoming in the classroom. Teachers, college students majoring in education, and professors will all benefit immensely from this book.
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À propos de l?auteur
WOLFF-MICHAEL ROTH is Professor of Applied Cognitive Science at the University of Victoria, British Columbia. He taught science, mathematics, and computer science before beginning his current career in phenomenologically and sociologically oriented research.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Being and Becoming in the Classroom (Issues in Curriculum, Theory, Policy & Research)
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Praeger, 2002
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Being and Becoming in the Classroom (Issues in Curriculum, Theory, Policy & Research)
Edité par
Praeger, 2002
ISBN 10 : 1567506704
ISBN 13 : 9781567506709
Ancien ou d'occasion
Couverture rigide
Vendeur : Anybook.com, Lincoln, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Etat : Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:9781567506709. N° de réf. du vendeur 7356797
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Being and Becoming in the Classroom
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Being and Becoming in the Classroom (Issues in Curriculum Theory, Policy, and Research)
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Being and Becoming in the Classroom
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ISBN 13 : 9781567506709
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Gebunden. Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis).Über den AutorWolff-Mich RothInhaltsverzeichnisPrefaceBeing in the . N° de réf. du vendeur 448118251
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Buch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experienced teachers and discussing the events of the day with other teachers.Roth develops his theory by introducing the previously ignored element of temporality in teaching. When there is no time out for reflection, a teacher must develop on-the-spot decision-making skills. In part one, he presents the ideas of being-in the classroom with students and being-with other teachers. Other concepts that emerge are habitus (perceptions and expectations that lead to action), Spielraum (room to maneuver in situations), and relationality (knowing how to act without reflection, based on student-teacher rapport). In part two, Roth asserts that when novice teachers coteach and engage in subsequent cogenerative dialoguing with seasoned professionals, they are in the process of becoming in the classroom. Teachers, college students majoring in education, and professors will all benefit immensely from this book. N° de réf. du vendeur 9781567506709
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Being and Becoming in the Classroom (Hardcover)
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Bloomsbury Publishing Plc, Westport, 2002
ISBN 10 : 1567506704
ISBN 13 : 9781567506709
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Hardcover. Etat : new. Hardcover. Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experienced teachers and discussing the events of the day with other teachers.Roth develops his theory by introducing the previously ignored element of temporality in teaching. When there is no time out for reflection, a teacher must develop on-the-spot decision-making skills. In part one, he presents the ideas of being-in the classroom with students and being-with other teachers. Other concepts that emerge are habitus (perceptions and expectations that lead to action), Spielraum (room to maneuver in situations), and relationality (knowing how to act without reflection, based on student-teacher rapport). In part two, Roth asserts that when novice teachers coteach and engage in subsequent cogenerative dialoguing with seasoned professionals, they are in the process of becoming in the classroom. Teachers, college students majoring in education, and professors will all benefit immensely from this book. Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9781567506709
Quantité disponible : 1 disponible(s)