Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Teacher Education and Professional Development
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching/Writing: The Journal of Writing Teacher Education
This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …
Responsible Classrooms: Unfinalizability, Responsibility, And Participatory Literacy In Secondary English Language Arts, Emma Jamilah Gist
Responsible Classrooms: Unfinalizability, Responsibility, And Participatory Literacy In Secondary English Language Arts, Emma Jamilah Gist
LSU Doctoral Dissertations
This study examines participatory literacy practice in secondary English language arts classrooms. While literacy achievement in this context is often measured according to a student’s ability to receive and repeat predetermined information within the scope of mandated curricula and standardized tests, this study attends specifically to classroom literacy practice that centers authentic, unanticipated, dialogic student response. Within its consideration of literacy practice, this study applies the Bakhtinian notion of unfinalizability to consider those conditions that allow for learning experiences that are not predetermined but are rather uniquely, unpredictably, and unrepeatably co-constructed by individual students, student groups, and teachers. These unfinalizable …
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …