Notions of 'the teacher' live in the ideas and practices of curriculum and policies; teachers are teachers because they teach. Yet, it matters who teachers are - no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become.
Notions of 'the teacher' live in the ideas and practices of curriculum and policies; teachers are teachers because they teach. Yet, it matters who teachers are - no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become.
Nuraan Davids is professor of philosophy of education at Stellenbosch University. Yusef Waghid is professor of philosophy of education at Stellenbosch University.
Inhaltsangabe
Chapter 1: Claims of Being a Teacher: Making Teaching Defensible Again Chapter 2: Extending a Rediscovered Notion of Teaching Chapter 3: Towards a Freirean View of a Teacher-in-Becoming Chapter 4: Maxine Greene on Being a 'Teacher in Becoming' Chapter 5: Jacques Derrida on Being a Teacher-in-Becoming Chapter 6: Jacques Rancière on a Teacher-in-Becoming Chapter 7: Ibn Khaldun on Teachers and Teaching Chapter 8: Al-Ghazzali on Teaching Chapter 9: Teaching as conflict and controversy Chapter 10: On Why Teachers Matter: The Effects of Influence and Expectation Chapter 11: Postscript
Chapter 1: Claims of Being a Teacher: Making Teaching Defensible Again Chapter 2: Extending a Rediscovered Notion of Teaching Chapter 3: Towards a Freirean View of a Teacher-in-Becoming Chapter 4: Maxine Greene on Being a 'Teacher in Becoming' Chapter 5: Jacques Derrida on Being a Teacher-in-Becoming Chapter 6: Jacques Rancière on a Teacher-in-Becoming Chapter 7: Ibn Khaldun on Teachers and Teaching Chapter 8: Al-Ghazzali on Teaching Chapter 9: Teaching as conflict and controversy Chapter 10: On Why Teachers Matter: The Effects of Influence and Expectation Chapter 11: Postscript
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