Beginning teachers : reviewing disastrous lessons /

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In this collection of narratives, beginning teachers describe and reflect on critical incidents - classes that didn't quite go to plan. These experiences are recalled in a general way and all names and locations are fictionalized. Each narrative, while situated in a classroom, focuses on the ex...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Crowhurst, Michael (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam, The Netherlands : SensePublishers, 2015.
Temas:
Teaching.
Teaching > Anecdotes.
Teachers > Anecdotes.
Enseignants > Anecdotes.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Teachers
Teaching
Anecdotes
Anecdotes.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. BEGINNING TEACHERS REVIEWING DISASTROUS LESSONS: Some Themes and Responses; UNPACKING 'THE DISASTER'; WHAT IS A NARRATIVE?; BROADER AIMS AND UNINTENDED OUTCOMES; THE BROADER AIM TO CAPTURE STUDENT WRITING AS EXAMPLES OF KNOWLEDGE PRODUCTS; THE BROADER AIM TO SHOW SOME OF THE GROUNDED OUTCOMES OF TEACHERS' WORK; THE BROADER AIM TO VALORIZE THE PLACE OF THEORY; THE BROADER AIM TO FORMAT THE NARRATIVES SO THAT THEY MIGHT BE USED IN TUTORIALS; THE BROADER AIM TO IDENTIFY SOME BROAD RESPONSES TO TEACHING DISASTERS; SOME IDEAS ON HOW TO USE THE NARRATIVES.
  • 6. ENGLISH EXAM PREP: Of Mice and MenSelf-Evaluation and Mentor Feedback; Revisions to Lesson Plan
  • After Peer-Based Discussion; REFERENCE; INVITATIONS TO DISCUSSION; Task; REFERENCE; 7. SIDELINE TWO
  • PERFORMATIVITY AS ANALYSIS; REFERENCES; 8. VCAL: Trials and Errors
  • TAFE VCAL Electrotechnology; Redesign Ideas after Peer Feedback; Re-Drafting of the Lesson
  • An Explanation of Why the New Lesson Will Work; ABBREVIATIONS; REFERENCES; INVITATIONS TO DISCUSSION; Task; REFERENCES; 9. SUCCESS? DEBATABLE; Re-Drafting of the Lesson; REFERENCES; INVITATIONS TO DISCUSSION; Task; REFERENCES.
  • 10. CRITICAL REFLECTION ON JAMES PAUL GEEINTRODUCTION; PART A
  • THE PRINCIPLES; Principle 4: Semiotic Domains Principle; Principle 2: Design Principle; PART B
  • HOW THESE PRINCIPLES WILL INFORM MY DEVELOPMENT AS AN EDUCATOR; REFERENCES; INVITATIONS TO DIALOGUE; REFERENCES; 11. WHAT TO TEACH WHEN YOU'RE NOT WEARING BLACK: Teaching or Surviving?; Principles of Learning and Teaching (PoLT); QUESTIONS; Peer Feedback Responses to My Questions about This Event; REDRAFTING; REFERENCES; INVITATIONS TO DISCUSSION; Task; REFERENCES; 12. SIDELINE
  • AUTOETHNOGRAPHIC ANALYSIS; REFERENCES.
  • 13. THE BLACK HOLEREFERENCES; INVITATIONS TO DIALOGUE; REFERENCES; 14. REFLECTING ON CURRICULUM DESIGN; REFERENCES; INVITATIONS TO DIALOGUE; REFERENCES; 15. THE LESSON FROM HELL; The Lesson from Heaven; REFERENCES; INVITATIONS TO DIALOGUE; REFERENCES; 16. DAVIS, SUMARA AND LUCE-KAPLER'S ENGAGING MINDS: A Reflection on Literature to Inform Teaching Practice; EXPANSION, KNOWING FRAMES AND CHANGE; REFERENCES; INVITATIONS TO DIALOGUE; REFERENCES; 17. LIMITATIONS AND POSSIBILITIES
  • A FINE LINE BETWEEN SUCCESS AND CHAOS; The Lesson; An Honest Account of What Happened in the Lesson; Reflection.

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