Seeing Yourself as a Teacher: Conversations with Five New Teachers in a University Writing Program.Report as inadecuate




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Springing from a series of weekly conversations with five second-year teachers in a university writing program, this book presents reflections on some of the questions about teaching that emerged from those conversations. The book is divided into three sections. The first section, "Taking It Personally," examines how the feelings, attitudes, and experiences of the teachers influence how they interact with their students. The second section, "Thinking Theoretically," shows that, although the teachers feel that they do not theorize, theory is present in all their conversations about teaching writing and that theoretical thinking is encouraged by the dissonance between their implicit theories about teaching and those found in journals and textbooks. The third section, "Seeing Yourself as a Teacher," explores the relationship between the teachers' reluctance to deny their role as teacher when conversing and their ambivalence about personal and professional boundaries and personal and public pedagogical theory. Between each section of the book, an "interchapter" explores relevant issues and offers commentary. (NKA)

Descriptors: College English, College Faculty, Higher Education, Professional Development, Teacher Role, Teacher Student Relationship, Teaching Methods, Theory Practice Relationship, Writing Instruction, Writing Research, Writing Teachers

National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 42982-0015; $9.95 members, $12.95 nonmembers).









Author: Rankin, Elizabeth

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8586&id=ED371380







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