Title: Observation of Teaching: Bridging Theory and...
Publication Date: 2010
Book Condition: Neu
Dust Jacket Condition: Neu
Edition: 1. Auflage
Grounded in postmodern perspectives on teaching, this much-needed edited volume offers fascinating insights into observation of teaching. It is divided into five parts. In the first part, the authors provide interesting insights into how they view research on teaching and observation of teaching as a form of professional development and a mandatory reflective practice. In the second part, the authors voice different perspectives on critical self-reflective inquiry. They discuss how reflective practices can lead to self-awareness of their work in the classroom. What follows, each author, in the third part, highlights the idea that observing othersí practices can be a repertoire of exploring alternative pedagogies and ways to (co) and (re)construct what one does as a teacher. In the fourth part, the authors provide readers with a solid understanding of the visible and invisible power issues pervasive in institutional contexts. By conducting post-observation sessions and reflecting on those sessions, teachers, teacher educators, and teacher researchers can begin to unpack the sociocultural and sociopolitical contexts of teaching. In the last part, the authors document critical reflections on collaborative work between teacher educators from two different content areas, teacher educators and classroom teachers working with science education students, and a teacher educator looking to develop an effective, contextualized teacher education program model as a way to foster cultural competence among teacher learners from diverse backgrounds. Thus, this edition provides readers with a complete picture of reconceptualizing their teaching via engaging in critical reflections, observing other teachersí classroom practices, and challenging their views on how teaching is intimately connected to the world they live in. Therefore, this edited collection is a useful guide and resource book for pre- and in-service teachers who wish to be involved in observation of teaching as a research and teacher professional development tool. Section I: Conceptual Framework of Teacher Research Chapter One: Observing Classroom Lessons for Professional Development Kathleen M. Bailey, Monterey Institute of International Studies, USA Chapter Two: Professional Development through Reflective Practice In and FOR Action Thomas S. C. Farrell, Brock University, Canada Chapter Three: Learning by doing: The Role of Data Collection in Action Research Denise E. Murray, Macquarie University, Australia Chapter Four: Classroom Ethnographies: Doing Teacher Research Andrez Cirocki, University of Gdansk, Poland Section II: Exploration of the Self via Critical self-Reflective Inquiry Chapter Five: When the mirror reflects two faces: Critical self reflection Pisarn Bee Chamcharatsri, Indiana University of Pennsylvania, USA Chapter Six: Itís not you, Itís me: A teacherís reflection of Self-discovery through Delpitís Culture of Power Theory Lynnette Mawhinney, The College of New Jersey, USA Section III: Observation of Teaching: Exploration of the Pedagogies of Others Chapter Seven: Humanizing Pedagogy and the Personal Essay Hayat Messekher John Leonard Reilly Marlen E. Harrison Indiana University of Pennsylvania, USA Chapter Eight: Teachersí Identity in Practice: A study of a NNES Instructor of an Undergraduate research writing course Nawwaf Alhazmi, Yanbu Industrial College, Saudia Arabia John Grant, Indiana University of Pennsylvania Takako Shimoda, Amagasaki Oda High School, Japan Chapter Nine: Magic in ESL: An observation of student motivation in an ESL class Chikako Hara, Szuka Municipal Hiratano Junior High School, Japan Whitney Tudor Sarver, Indiana University of Pennsylvania, USA Section IV: Lessons Learned from Post-Observation Discussions: Forms of (Dis)empowerment etc. --- LINCOM Studies in Second Language Teaching 11. 248pp. Bookseller Inventory # B-9783895862359
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