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Synopsis
In a revolutionary work that combines the disciplines of phenomenology, critical psychology, and sociology, Roth proposes a praxeology that eliminates the current gap between teacher education theory and practice.
Booknews
Roth (applied cognitive science, U. of Victoria, BC) acknowledges that for many years he remained in the closet in regard to acknowledging "...the gap between my lived experience of teaching and what the existing theories of practice articulated." In this phenomenonological study, he reflects on multiple dimensions of classroom experience and the theory-praxis dialetic. Starting with some personal history, the author analyzes the temporality of teaching; learning to teach by being (in Heidegger's sense) in and being with; habitus as a change facilitator and impediment; Sch<:o>n's concept of (room to maneuver in an appropriate manner); and reflectivity vs. relationality. The second part presents such practical ways of becoming in the classroom as coteaching and cogenerative dialoguing. Includes case studies. Annotation c. Book News, Inc., Portland, OR (booknews.com)