Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new...
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Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experie
Includes bibliographical references (p. [177]-181) and index
Electronic reproduction; Available via World Wide Web
Contents; Acknowledgments; Introduction; PART I: BEING IN THE CLASSROOM; 1 Temporality of Teaching; 2 Being in and Being with; 3 Habitus; 4 Spielraum; 5 Relationality; PART II: BECOMING IN THE CLASSROOM; 6 Becoming in the Classroom; 7 Coteaching; 8 Cogenerative Dialoguing; 9 Praxis and Praxeology; Appendix; References; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Z
