By Edith Litwin
El estudio de las practicas de l. a. ensenanza nos remite a un viejo oficio y a novedosos estudios empiricos asi como a un gran numero de experiencias valiosas que llevan a cabo cada dia los docentes en las aulas. Ahora bien cuales son las condiciones de esas experiencias? Cuales son mas significativas? Por que? Edith Litwin con pasion y compromiso nos habla del complejo y maravilloso oficio de ensenar . Se propone desandar viejos caminos alentar buenas ensenanzas y reconstruir las multiples voces que se hacen presentes en los encuentros educativos entre docentes y estudiantes. Asi recoge las historias de algunos docentes excepcionales por su experticia y creatividad se sumerge en fuentes diversas de l. a. cultura common y enmarca cada reflexion en el contexto de los angeles sociedad contemporanea. En esta obra lejos de dar cuenta de todos las problematicas asociadas a l. a. ensenanza l. a. autora busca plantear una manera de pensarla que permita hacer un analisis de las practicas docentes en el marco institucional real. Tarea de suma importancia en l. a. medida en que considera que las escuelas deberian conformar pequenas sociedades democraticas en las que los angeles educacion en tanto herramienta sirva de modelo para democratizar a toda l. a. sociedad.
Read or Download El oficio de enseñar PDF
Best pedagogy books
As valuable as they've been, the good weak point of departmental writing rubrics lies in what they pass over. They current a handful of inarguably very important standards through which writing may be evaluated, yet they disregard dozens of alternative standards (such as "interest," "tone," or "commitment") in which any rhetorical functionality is additionally prone to be judged.
McComiskey argues for educating writing as positioned in discourse itself, within the consistent stream of texts produced inside social relationships and associations. this can be a paintings with a worldly idea base and whole of examples from McComiskey's personal study rooms.
This publication explores how English is utilized in outer edge groups, whereas subtly resisting the linguistic imperialism from the worldwide ELT firm.
This publication is for lecturers who're having a look, or being inspired, to adopt learn of their faculties. Written via lecturers and their HE learn mentors, the e-book indicates lecturers easy methods to 'do' and 'use' examine and the way to 'do' potent pedagogy.
- Teaching TV Production in a Digital World: Integrating Media Literacy
- Bakhtinian Perspectives on Language, Literacy, and Learning
- Rhetoric: Discovery and Change
- Teaching Primary Science: Promoting Enjoyment and Developing Understanding
- The Writing Program Administrator's Resource: A Guide To Reflective Institutional Practice
Additional resources for El oficio de enseñar
For instance it is possible to have an authoritarian facilitator and a democratic lecturer, and so on. However, there is more to humanistic teaching than just style. This form of teaching involves a relationship, one that is necessarily moral, Teaching: an art or a science? 25 for all human interaction has a moral component. I have argued elsewhere (Jarvis, 1997) that there is one universal moral value – that is being concerned for the Other – and it is never wrong to care for the Other – whoever the Other is.
The distinction drawn between method and style is important here since teaching methods are about the science of teaching whereas teaching styles are about the art of teaching, as we discussed in Chapter 2. Our concern in this book is to recognise the complexity of teaching – it is both an art and a science, but in the learning society the nature of science itself is being called into question. Teaching methods are about the technical processes of teaching whilst teaching styles are more about the teachers and the way that they conduct themselves during the teaching session, although Morrison and McIntyre (1973, p.
This is not to claim that bad teaching cannot be identified, only that it is more Teaching: an art or a science? 23 difficult to do than many of the over-simplistic methods that are often employed in many situations. With distance education materials, we can only evaluate the content and the way that it is produced and presented, but the writer of the material may not actually be the person who designs the format or produces the final structure. In this sense, the writer as academic can be evaluated but the presentation of that material is a skill that might other professionals might possess, so that teaching itself becomes a team activity with at least one partner not necessarily being an academic.