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Good day, bad day : teaching as a high-wire act /
Here is the story of how Ken Winograd grappled with the uncertainties and contradictions of teaching and, in the process, began to understand himself as teacher. Winograd contends that it is crucial that teachers, especially beginning teachers, examine and reflect on the inevitable complexities of c...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Lanham, Md. :
ScarecrowEducation,
2005.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Winograd, Ken, |d 1951- |1 https://id.oclc.org/worldcat/entity/E39PCjwWTDGhcDYf7THMCB9ggC | |
| 245 | 1 | 0 | |a Good day, bad day : |b teaching as a high-wire act / |c Ken Winograd. |
| 260 | |a Lanham, Md. : |b ScarecrowEducation, |c 2005. | ||
| 300 | |a 1 online resource (xxvi, 295 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 504 | |a Includes bibliographical references (pages 279-287) and index. | ||
| 505 | 0 | |a I: The joural [sic] and refections [sic] -- The journal: from first day to last -- II: Dimensions of teaching--three studies -- The negotiative dimension of teaching: teachers sharing power with the less powerful -- The functions of teacher emotions: the good, the bad, and the ugly -- Theorizing flexibility: teacher as high-wire dancer -- Concluding on an optimistic note. | |
| 520 | |a Here is the story of how Ken Winograd grappled with the uncertainties and contradictions of teaching and, in the process, began to understand himself as teacher. Winograd contends that it is crucial that teachers, especially beginning teachers, examine and reflect on the inevitable complexities of classroom life as they work to construct professional identities that are flexible, strategic, and multifaceted. After 13 years working as a teacher educator, he returned to the classroom as a teacher in a nongraded primary classroom. In Good Day, Bad Day, he describes this experience. The first half of the book contains Winograd's daily journal, where he details his everyday work. The journal describes his struggles with students, the efforts to construct a curriculum that reflected his changing beliefs about teaching, and the highs and lows typical of beginning teaching. The second half of the book formally examines various nonpedagogic aspects of teaching, including teacher-student power relations, the emotions of teaching, and the development of teacher identity. Good Day, Bad Day will be useful to teachers, teacher educators, administrators, and policymakers committed to the development of teachers who can reflect critically on their experience and then act to improve their working conditions as well as the learning conditions of students. ... Publisher description. | ||
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
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| 588 | 0 | |a Print version record. | |
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| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a First year teachers. | |
| 650 | 0 | |a Teacher effectiveness. | |
| 650 | 6 | |a Enseignants débutants. | |
| 650 | 6 | |a Enseignants |x Efficacité. | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x General. |2 bisacsh | |
| 650 | 7 | |a First year teachers |2 fast | |
| 650 | 7 | |a Teacher effectiveness |2 fast | |
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| 650 | 7 | |a Lehrer |2 gnd | |
| 776 | 0 | 8 | |i Print version: |a Winograd, Ken, 1951- |t Good day, bad day. |d Lanham, Md. : ScarecrowEducation, 2005 |w (DLC) 2004027368 |w (OCoLC)57237574 |
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