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Discourses of pedagogy: Composing po...

Masciale, Elizabeth Anne.

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Discourses of pedagogy: Composing portfolios, students, and teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Discourses of pedagogy: Composing portfolios, students, and teachers./
Author:	Masciale, Elizabeth Anne.
Description:	233 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4701.
Contained By:	Dissertation Abstracts International57-11A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9712032
ISBN:	9780591196009

Discourses of pedagogy: Composing portfolios, students, and teachers.
Masciale, Elizabeth Anne.

Discourses of pedagogy: Composing portfolios, students, and teachers. - 233 p.

Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4701.

Thesis (Ph.D.)--University of Michigan, 1996.

"Discourses of Pedagogy: Composing Portfolios, Students, and Teachers" explores teaching portfolios as structures through which student-teachers and their university instructors use writing and reading to stimulate critical, generative pedagogies and teacher-research practices.

ISBN: 9780591196009Subjects--Topical Terms:

1018115
Education, Language and Literature.

Discourses of pedagogy: Composing portfolios, students, and teachers.
LDR:03489nam 2200313 4500 001 1398346
005 20110908143002.5
008 130515s1996 ||||||||||||||||| ||eng d
020 $a 9780591196009
035 $a (UMI)AAI9712032
035 $a AAI9712032
040 $a UMI $c UMI
100 1 $a Masciale, Elizabeth Anne. $3 1677226
245 1 0 $a Discourses of pedagogy: Composing portfolios, students, and teachers.
300 $a 233 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4701.
500 $a Chair: Anne Ruggles Gere.
502 $a Thesis (Ph.D.)--University of Michigan, 1996.
520 $a "Discourses of Pedagogy: Composing Portfolios, Students, and Teachers" explores teaching portfolios as structures through which student-teachers and their university instructors use writing and reading to stimulate critical, generative pedagogies and teacher-research practices.
520 $a This research emerges from a team-taught university seminar integrating advanced composition, literature and methods courses for pre-service teachers of secondary English. Students were actively involved in seminar planning and instruction (including curriculum design, classroom teaching, and assessment) and students' teaching portfolios result from and reflect on these collaborative pedagogical events as well as on their simultaneous field experiences. Portfolios act as reflective frameworks through which students conceptualize professional selves and practices: they give rise to visions of teaching which investigate the roles of language and experience in shaping classroom understandings, and they engage students in selecting, re-constructing and interpreting moments which mark their developing awareness of professional roles and responsibilities. Student-teachers write to negotiate emerging definitions of professional "knowledge" which are constantly situated, partial and interactive; and they write to work out notions of "authority" that arise from multiple, and often competing, intellectual positions within the professional community. A close reading of one portfolio in particular highlights a student's struggle to construct herself among competing professional discourses and challenges the extent to which portfolios can allow for newly defined authority in this classroom.
520 $a As instances of "praxis," these portfolios push pre-service and experienced teachers to critique educational discourses, beginning with those shaping students' own professional preparation. The dissertation depicts gains and difficulties in remaking the classroom as a space which fosters productive, participatory learning and teaching communities along the lines of those described by Patti Lather. It proposes that writing and reading student-teacher portfolios, and writing and reading about these portfolios, can be instrumental to the emergence of teacher-researchers who seek to redefine existing educational paradigms. Self-conscious and collaborative portfolio pedagogy can be useful toward more empowering modes of professional writing and learning, revised models of teacher preparation, and reclaimed teacher authority in the production of research on teaching.
590 $a School code: 0127.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Language, General. $3 1018089
690 $a 0279
690 $a 0530
690 $a 0679
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 57-11A.
790 1 0 $a Gere, Anne Ruggles, $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9712032