Effective or Wise? Teaching and the Meaning of Professional Dispositions in Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 447

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Sonst. Personen	Gorlewski, Julie A. (Hrsg.); Gorlewski, David A. (Hrsg.); Hopkins, Jed (Hrsg.); Porfilio, Brad J. (Hrsg.)
Titel	Effective or Wise? Teaching and the Meaning of Professional Dispositions in Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 447
Quelle	(2014), (277 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-2131-9
DOI	10.3726/978-1-4539-1342-0
Schlagwörter	Postmodernism; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Values; Teaching Methods; Learning Processes; Teacher Qualifications; Evaluation Methods; Teacher Education; Neoliberalism; Inquiry; Preservice Teachers; Teacher Evaluation; Teacher Characteristics; Standards; Democracy; Public Education; Voting; Advocacy; Educational Practices; Classroom Techniques; Urban Schools; Educational Technology; Information Technology; Accountability + Suchen Sie Ihr Suchwort? Postmoderne; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Wertbegriff; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrqualifikation; Lehrerausbildung; Lehrerbildung; Neo-liberalism; Neoliberalismus; Teacher appraisal; Lehrerbeurteilung; Standard; Demokratie; Öffentliche Erziehung; Abstimmung; Sozialanwaltschaft; Bildungspraxis; Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsmedien; Informationstechnologie; Verantwortung
Abstract	In our work as educators, we all aspire to be effective. We also aspire to be wise. If teachers are to represent and advocate for education, we must become the stewards of a discourse that nurtures education's possibilities. This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators' values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning. This text investigates complex questions, such as: "How should teachers be?"; and "Who should decide how teachers should be?" In different ways, all the chapters in this book invite us into the work of reinvigorating educational discourse. The contributors contradict the idea that wisdom is the province of the lone genius who possesses knowledge that is obscure to the majority. Instead, they ask us all to participate in the necessarily collaborative endeavor of discourse stewardship in--as grand as it may sound--the pursuit of wisdom. Contents include: (1) Practicing in the Panopticon: Teaching and Learning in the Surveillance Media Culture (Julie Gorlewski, David Gorlewski, and Catherine Lalond); (2) The Myth of the "Fully Qualified" Bright Young Teacher: Using Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions (Nicholas D. Hartlep, Sara Mccubbins, and Grant B. Morgan); (3) When the Obvious Isn't True: What's Really Wrong with Teacher Quality and Teacher Education? (P. L. Thomas); (4) Teach for America, the Neoliberal Alternative to Teacher Professionalism (T. Jameson Brewer, and Anthony Cody); (5) The Joy of Educating (Jed Hopkins); (6) Seeking the Authentic: Inquiry and Dispositions, Teacher Candidates, and Ourselves (Pamela J. Hickey, and Mary H. Sawyer); (7) The Big "O": Occupying against Reductionism in Education Using Small and Sustained Actions (Barbara Rose); (8) Ways of Being as an Alternative to the Limits of Teacher Dispositions (Matthew J. Kruger-Ross); (9) Seeking Balance: Rethinking Who Decides the Role of Dispositions in Teacher Evaluation (Tim Mahoney, and John Ward); (10) Professional Dispositions for Teacher Candidates: From Standardization to Wisely Effective Classrooms (Susan M. Dunkle, and Kelly H. Ahuna); (11) Teachers as Advocates for Democracy: Standardization of Public Education and Voter Participation (Shelley J. Pineo-Jensen); (12) CSFE Principles: Wise and Effective Mechanisms to Translate Social Foundations Content to K-12 Classroom Practice (Jacquelyn Benchik-Osborne); and (13) Urban Teachers and Technology: Critical Reflections in the Age of Accountability (Kate E. O'Hara). (As Provided).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01