Novice Teachers Embracing Wobble in Standardized Schools (häftad)
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Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
132
Utgivningsdatum
2020-10-01
Förlag
Routledge
Medarbetare
Coombs, Dawan / Stewart, Trevor Thomas
Illustrationer
Black & white illustrations
Dimensioner
226 x 147 x 8 mm
Vikt
204 g
Antal komponenter
1
Komponenter
23:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on White w/Gloss Lam
ISBN
9780367404406
Novice Teachers Embracing Wobble in Standardized Schools (häftad)

Novice Teachers Embracing Wobble in Standardized Schools

Using Dialogue and Inquiry for Self-Reflection and Growth

Häftad Engelska, 2020-10-01
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* Concretely addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools * Provides realistic access and insight into the professional lives of novice teachers in ways that invite preservice and other novice teachers to reflect on the complexities of classroom engagement * Unpacks tension between the standardization of education and the advocates for pedagogy that supports individual inquiries and dialogues within literacy classrooms * Demonstrates methods for prospective and novice ELA and English teachers to "wobble," or enact inquiry-based or dialogic pedagogy in the context of structured and inflexible schooling systems.
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Övrig information

Bob Fecho is Professor of English Education in the Department of Arts and Humanities at Teachers College, Columbia University, USA. Dawan Coombs is Associate Professor of English at Brigham Young University, USA. Trevor Thomas Stewart is Associate Professor in the School of Education at Virginia Polytechnic Institute and State University, USA. Todd S. Hawley is Professor of Social Studies Education in the School of Teaching, Learning and Curriculum Studies at Kent State University, USA.

Innehållsförteckning

Preface Acknowledgements Chapter One: Recognizing Wobble, Uncertainty, and Possibility Chapter Two: Describing the Process Chapter Three: Constructing Personal and Professional Identities Chapter Four: Dialoguing through Tensions between Belief and Practice Chapter Five: Transacting with School Structures Chapter Six: Maximizing the Possibilities Author Biographies