Practice Makes Practice: A Critical Study of Learning to Teach, Revised EditionSUNY Press, 9 avr. 2003 - 289 pages While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline s indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. |
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Table des matières
Introduction to the Revised Edition | 1 |
Contradictory Realities in Learning to Teach | 25 |
The Structure of Experience and the Experience of Structure | 45 |
The Jamie Owl Stories | 75 |
The Jack August Stories | 125 |
Notes | 255 |
Bibliography | 275 |
| 287 | |
Autres éditions - Tout afficher
Practice Makes Practice: A Critical Study of Learning to Teach, Revised Edition Deborah P. Britzman Aucun aperçu disponible - 2003 |
Expressions et termes fréquents
academic Alberta Anna Freud attempt authoritative authority becoming a teacher biography classroom College concern construct context contradictions contradictory realities cooperating teacher course creative critical Critical Pedagogy cultural myths curriculum desire dialogic discursive practices discussion dynamics Edith Daring Erma ethnographic feel felt Gender going Greenville Hannah Arendt Henry Giroux high school ideas ideology images individual internally persuasive discourse interpretation investments Jack August Jack's Jamie Owl Jamie's kids language learning to teach lived experience meanings Michael Apple Michaels narration narrative Nation at Risk normative one's participation pedagogy personal practical knowledge perspectives political poststructuralism poststructuralist Practice Makes Practice Press problem questions quiz relationships rience Roy Hobbs Roy's seemed significant social studies story structure struggle for voice student teachers supervisor talk teacher education teaching and learning tensions theory things thought tion transformative understanding unitary values York