Author: Publisher:
ISBN:
Category :
Languages : en
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Book Description
(Re)constituting the Teaching Self, Narrative Explorations of Difficulty in Teaching
Author: (Re) Constituting the Teaching Self
Author: Leah Cheryl FowlerPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
This dissertation identifies questions of difficulty in teaching and represents one story of an enduring poststructural reconstitution of the relational fields of self, theory, and practice. The first three sections are self-authored narratives (Coming to Teaching: Notes to the Reader; Coming to Difficulty: Returning of Life to Its Original Difficulty; Coming to Wisdom in Teaching through Narrative). Some narratives are memories of originary, often preconceptual, difficulty in which I retrace and reunderstand my own epistemologies. Some narratives are deliberate products of literary fictive craft, meant to create openings for more study, multiple tellings, and diverse interpretations, as with any piece of good literature. Other narratives, exploring complexities of the underside of teaching, are "counter-narratives" (Giroux, Lankshear, McLaren, & Peters, 1996) which the teaching community of readers may find difficult to accept or know and prefer to leave untold. Each narrative necessarily has its roots in some form of autobiography, although several blossom into fiction for reasons of ethics, poetics, and creative possibility. These narratives serve as force-field containers (in the Greek sense of temenos or crucible) which textually hold still the shards and images of difficulty long enough to apprehend, examine, comprehend, and further imagine the site of self, with the salutary effect of re-understanding and reconstituting that self in teaching. The final section (Teacher, Teach Thyself: Lessons from Difficulty) is a descriptive contemplation of the process and effect of researching the curriculum of the (teaching) self. Researching inductively through multiple writings, readings, and interpretations of narratives about (self) difficulty, seven significant relational, holographic orbitals of work emerge: naive storying, psychological construction, psychotherapeutic ethics, narrative craft, hermeneutic philosophy, curriculum pedagogy, and poetics of a teaching self. Entire education systems are in deep difficulty, but I believe I have the right and ability only to govern and alter myself, to ethinarratively reconstitute my own relational praxis, to be able to work with others at the center of difficulty with a durable, intelligent, wise, humble, generative, compassionate field of self capable of laughter, hope, goodness, truth, meaning and beauty in Being at the close of this darkening twentieth century. Such hermeneutic narrative research makes it possible to be ethically responsible for personal shadow, practices of unhealthy transference, and impulses to control or colonize other, in order to teach in meaningful, present, educative engagements with students learning and constructing their own life narratives.
Teaching with Emotion
Author: Michalinos ZembylasPublisher: IAP
ISBN: 1607526727
Category : Education
Languages : en
Pages : 284
Book Description
The purpose of this book is to provide new theoretical, methodological and empirical directions in research on teacher emotion. An attempt is made to encourage a missing conversation in the area of emotions in teaching, by invoking a discussion of ideas that explore how discursive, political and cultural aspects define the experience of teacher emotion. I begin to build an analysis upon which the role of emotion, emotional rules and emotional labor in curriculum and teaching might be investigated. This book includes both conceptual chapters and chapters based on empirical work—and, in particular, a three-year ethnographic study with an early childhood teacher in the context of science teaching—that together illustrate new approaches and perspectives in researching and theorizing about emotion in teaching Essentially, then, there are two overlapping aims in this book. First, to critically examine some of the contemporary ways in which emotions have been conceptualized and understood in teaching; and second, to explore the role of emotion in teaching through different methodologies and theorizations.
Reconstituting the Curriculum
Author: M. R. IslamPublisher: John Wiley & Sons
ISBN: 1118867904
Category : Education
Languages : en
Pages : 415
Book Description
Based on groundbreaking new ideas, this treatise signals a return to a rebuilding and reshaping of the curriculum as the primary tool for education This book presents a new definition of "curriculum" and what it should consist of, with a view toward creating a more ethical, educated, and thinking person. Rather than treating students as "products" for society, this approach returns to a view of the curriculum as a tool for educating students to reason through problems, be bold in creating new solutions, and contribute to a more vibrant, just world. The university curriculum introduced in the post-Renaissance era, dominated by doctrinal philosophy, is based on "learning" or "skill development," suitable for creating a "learned" society that would eventually serve the establishment. This curriculum has been promoted as the only form suitable for the modern education system. It has introduced a tremendous amount of tangible advancement in all fields of the structured education system. These tangible gains are often promoted as "knowledge." This has created confusion between education (acquiring knowledge) and learning, training or skill development. This book seeks to clarify the difference between these two divergent views of education. It has been shown that the current curriculum is not conducive to increasing a student's knowledge because it is based on consolidating preconceived ideas that have been either passed on from previous generations or gained through personal experience. In most cases, this mode of cognition will not create a pathway for gaining knowledge that brings one closer to discovery. The term "education," on the other hand, is always meant to be a process of "bringing forth" one's inherent qualities and unique traits, necessary and sufficient for increasing one's knowledge.
How Learning Works
Author: Susan A. AmbrosePublisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Teaching Students to Become Self-Determined Learners
Author: Michael WehmeyerPublisher: ASCD
ISBN: 1416628959
Category : Education
Languages : en
Pages : 154
Book Description
Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this "other-determined" manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments. In Teaching Students to Become Self-Determined Learners, Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning—which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally. You'll learn * How to promote self-determined learning in your classroom or school * The importance of autonomy supports, competence supports, and relatedness supports * Conditions that enable self-determined learning * Teaching strategies for self-determined learning * Assessment strategies in self-determined learning * The role of technology in self-determined living The practical strategies, case studies, advice, and resources here will help you help your students to motivate themselves and become self-determined learners
The Learning Self
Author: Mark TennantPublisher: John Wiley & Sons
ISBN: 047039336X
Category : Education
Languages : en
Pages : 228
Book Description
The Learning Self This new book from the award-winning author of Psychology and Adult Learning puts the spotlight on the kind of learning that brings about significant personal change. Tennant explores the techniques, processes, and practices educators can use to promote learning that leads to change and examines assumptions about self and identity, how we are formed, and our capacity for change. The Learning Self addresses the different concepts of self and how they frame our understanding of personal transformation. The book opens with an exploration of the key concepts of self, identity, and subjectivity. The remaining chapters fall into two distinct groups. The first comprises chapters dealing with different versions of the self: The Authentic or Real Self, The Autonomous Self, The Repressed Self, The Socially Constructed Self, and The Storied Self. Tennant's aim in each case is to analyze the issues that each conception of the self presents and to comment on the implications for learning for personal change. The second group of chapters—Knowing Oneself, Controlling Oneself, Caring for Oneself, and (Re)creating Oneself—analyze general interventions to change the self. Although the focus in these chapters is on techniques and methods, the author highlights the versions of the self being promoted in their use. Throughout the book, Tennant posits that individuals can be agents in their own self-formation and change by understanding and acting on the circumstances and forces that surround and shape them.Educators, he argues, must be open to different theoretical ideas and practices while simultaneously valuing these practices and viewing them with a critical eye.
International Handbook of Inter-religious Education
Author: Kath EngebretsonPublisher: Springer Science & Business Media
ISBN: 1402092601
Category : Education
Languages : en
Pages : 1173
Book Description
This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.
Re-theorizing Discipline in Education
Author: Zsuzsa Millei (Ed)Publisher: Peter Lang
ISBN: 9781433109669
Category : Classroom management
Languages : en
Pages : 212
Book Description
understandings that can make a difference in students' lives. --
Governing Educational Spaces
Author: Hans-Georg KotthoffPublisher: Springer
ISBN: 9463002650
Category : Education
Languages : en
Pages : 225
Book Description
The governance of education in many countries and regions of the world is currently in transition, challenging histories, remaking subjectivities and shaping possible futures. This book provides an up to date analysis and discussion of the cutting edge theme of educational governance from an international comparative perspective. The volume explores the landscape of educational governance in its broadest sense; considering new forms of steering, leadership and management, assessment and evaluation, teaching and learning, knowledge creation and the realities and possibilities for different forms of political engagement. The new spatial dynamics of education are explored in institutional settings such as schools and universities and via professional groupings such as teachers, administrators and leaders. The chapters in this book are based on the best peer reviewed papers and keynote speeches, which were delivered at the XXVI Conference of the Comparative Education Society in Europe (CESE) in June 2014 in Freiburg, Germany. Comparative Education is uniquely situated to explore the emerging dynamics of educational governance within changing and newly emerging educational spaces because it provides the opportunity to learn more about different local, national or regional educational processes and trajectories and to share knowledge about the logics, ideologies and impacts of different techniques and regimes of governance across Europe and beyond. Hans-Georg Kotthoff is Professor of Comparative Education and School Pedagogy at the University of Education Freiburg, Germany, and President of the Comparative Education Society in Europe (CESE) since 2012. Eleftherios Klerides is Lecturer in Comparative Education and History of Education at the University of Cyprus and the Secretary-Treasurer of the Comparative Education Society in Europe (CESE).