By Karen Hammerness
ISBN-10: 0807746835
ISBN-13: 9780807746837
ISBN-10: 1423788060
ISBN-13: 9781423788065
What assets of proposal aid maintain lecturers’ commitments, motivations, and deal with their paintings? How do lecturers use their beliefs to notify their perform and their studying? the writer proposes that many lecturers have photos of excellent lecture room perform which she calls "teachers’ vision." during this ebook, Karen Hammerness makes use of imaginative and prescient to make clear the complicated dating among academics’ beliefs and the realities of college existence. throughout the compelling tales of 4 lecturers, she unearths how instructor educators can assist new academics articulate, enhance, and maintain their visions and support them as they navigate the distance among their visions and their day-by-day paintings. She exhibits us how imaginative and prescient can: * remove darkness from these emotional and passionate moments within the school room that improve and brighten up their paintings as lecturers. * clarify what academics know about their scholars, their educating, and their faculties. * demonstrate why a few lecturers decide to remain in educating and others go away the occupation.
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Additional info for Seeing Through Teachers' Eyes: Professional Ideals and Classroom Practice (Series on School Reform)
Sample text
At those times, Andrea wondered whether she could perhaps enact her vision if she were in a school similar to her own alma mater. Those questions led her to consider leaving Jefferson for a school more similar to her own private school. 22 Seeing Through Teachers’ Eyes Indeed, the gap that guided teachers like Kelly and Jake to productively and purposefully analyze their practice, seeking innovative means of reaching their vision, contributed to a very different experience for Andrea. What Andrea felt was not motivation and inspiration, but doubt, discouragement, and guilt.
You should pay close attention to what Romeo says and what it suggests about his character, and to what Juliet says and what it suggests about her character. ” Andrea points out that it was “significant” that Juliet was up on the balcony, “up above” Romeo. It underscores the way Romeo puts Juliet on a pedestal, she adds. Two girls, Stephanie and Rachel, volunteer to play Juliet. “OK, we need Romeo,” Andrea explains. No one volunteered, but a number of students called out one another’s names. ” Several students remark that a girl could be Romeo if she wanted.
Andrea’s emphasis upon her subject is typical of a number of teachers in this study for whom subject matter was central to their vision. Kelly, for instance, described her role in her vision as “the human representative of her subject matter,” and Gary reiterated again and again that economics was the centerpiece of his vision. Yet for Andrea and for the other teachers like her with an emphasis upon subject, what she learns about teaching (and whether or not she maintains her commitment to it) depends upon how she deals with the tension between subject matter and students in her vision.
Seeing Through Teachers' Eyes: Professional Ideals and Classroom Practice (Series on School Reform) by Karen Hammerness
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