A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools.
A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools.
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.
Inhaltsangabe
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
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
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