Being and Becoming in the Classroom

Front Cover
Greenwood Publishing Group, 2002 - Education - 186 pages
0 Reviews

Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experienced teachers and discussing the events of the day with other teachers.

Roth develops his theory by introducing the previously ignored element of temporality in teaching. When there is no time out for reflection, a teacher must develop on-the-spot decision-making skills. In part one, he presents the ideas of being-in the classroom with students and being-with other teachers. Other concepts that emerge are habitus (perceptions and expectations that lead to action), Spielraum (room to maneuver in situations), and relationality (knowing how to act without reflection, based on student-teacher rapport). In part two, Roth asserts that when novice teachers coteach and engage in subsequent cogenerative dialoguing with seasoned professionals, they are in the process of becoming in the classroom. Teachers, college students majoring in education, and professors will all benefit immensely from this book.

 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

BECOMING IN THE CLASSROOM
93
Appendix
175
References
177

Other editions - View all

Common terms and phrases

Popular passages

Page xx - Chapter 6 sets the stage for a more in-depth presentation of "coteaching" in Chapter 7 and "cogenerative dialoguing" in Chapter 8. Coteaching/cogenerative dialoguing allow teachers to develop both implicit knowledge of, and explicit knowledge about teaching, factors that stand in a dialectical relation. The contradictions embedded in this dialectical relation and the opportunities for growth such that contradictions present are the topic of the final chapter.
Page xx - One chapter is devoted to each concept, including "temporality of teaching," "being in and being with," "habitus," "Spielraum," and "relational ity". In Part II of this book, "Becoming in the Classroom," I present coteaching and cogenerative dialoguing as a viable practice for teaching and learning to teach grounded in the phenomenological concepts introduced earlier. Chapter 6 sets the stage for a more in-depth presentation of "coteaching" in Chapter 7 and "cogenerative dialoguing

References to this book

All Book Search results »

About the author (2002)

WOLFF-MICHAEL ROTH is Professor of Applied Cognitive Science at the University of Victoria, British Columbia. He taught science, mathematics, and computer science before beginning his current career in phenomenologically and sociologically oriented research.

Bibliographic information