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Item Details
| Title:
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CHANGING THE WAY WE TEACH
WRITING AND RESISTANCE IN THE TRAINING OF TEACHING ASSISTANTS |
| By: |
Sally Barr Ebest |
| Format: |
Hardback |
| List price:
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£71.00 |
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We currently do not stock this item, please contact the publisher directly for
further information.
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| ISBN 10: |
0809326140 |
| ISBN 13: |
9780809326143 |
| Publisher: |
SOUTHERN ILLINOIS UNIVERSITY PRESS |
| Pub. date: |
6 April, 2005 |
| Edition: |
3rd ed. |
| Pages: |
256 |
| Description: |
Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants draws on case studies to illustrate the role writing plays in overcoming graduate student resistance to instruction, facilitating change, and developing professional identity. |
| Synopsis: |
Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants draws on eighteen case studies to illustrate the critical role writing plays in overcoming graduate student resistance to instruction, facilitating change, and developing professional identity. Sally Barr Ebest argues that teaching assistants in English must be actively engaged in the theory and practice underlying composition pedagogy in order to better understand how to alter the way they teach and why such change is necessary. In illustrating the potential for change when teaching writing as a process is practiced within graduate education, Ebest considers recent discussions of composition pedagogy; postsecondary teaching theories; cognitive, social cognitive, and educational psychology; and issues of gender, voice, and writing. Stemming from research conducted over a five-year period, this volume explores how a cross-section of teaching assistants responded to pedagogy as students and how their acceptance of pedagogy affected their performance as instructors.Investigating reasons behind manifestations of resistance and necessary elements for overcoming it, Ebest finds that engagement in composition strategies - reflective writing, journaling, drafting, and active learning - and restoration of feelings of self-efficacy are the primary factors that facilitate change. To understand composition pedagogy and to convince students of its values, Ebest holds that educators must embrace it themselves and trace the effects through active research. By providing graduate students with pedagogical sites for research and reflection, faculty enable them to express their anger or fear, study its sources, and quite often write their way to a new understanding. |
| Publication: |
US |
| Imprint: |
Southern Illinois University Press |
| Returns: |
Returnable |
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