| 1 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Exploring the Foundations of Creating, Implementing, Evaluating, and Revising Science, Technology, Engineering, the Arts, and Mathematics (STEAM) Curricula in the Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Sākshi: The Transnational Consciousness of Second-Generation Indian American Teachers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Quiet Revolutions: a Collaborative Case Study of Mindfulness in One Curricular Discourse Community
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Sākshi: The Transnational Consciousness of Second-Generation Indian American Teachers ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
|
|
|
|
In: 2021, 188 S. (2021)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Una propuesta didáctica de las series de televisión: el storyboard del spin-off de El vecino
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The Agency of Activism: What Do Activist Practices Do To/For Teacher-Activists?
|
|
|
|
Abstract:
The concept of teacher-activism is not new, but activism has generally been framed as human actions or characteristics. This study frames activist practices as non-material affective bodies, defined broadly as something with the power to affect and be affected by other bodies. This power to affect and be affected is what imbues a body with agency. Thus, activist practices are non-material bodies that have agency. The purpose of this study was to explore how the affective bodies of activist practices move across cultures, spaces, and places, and how the practices exert agency as they move. Using multisensory ethnographic methods, this study followed three teacher-activists in their classrooms and at other activist endeavors, in order to sense the effects each teacher’s activist practices had as they exerted their agential powers. Undergirded both by humanist ethnographic methods and post-humanist theories of affect that highlight the ordinary, this study acknowledges the need for the human, even as non-human bodies are the focus. Using an analytical process of rhizomatic mapping the affective forces of the activist practices, this study explored what the practices do to and for each teacher-activist. Information sources for this mapping process included ethnographic fieldnotes, observations and interviews, writing exercises, and voice memos. The findings of this study suggest that considering affects in teacher education for an activist identity may provide a more expansive definition for who constitutes a teacher-activist, spaces in which activism operates, and what actual activist practices can be. It also suggests that attention to affects may make tangible the intangibles of teaching; specifically, the ways in which students are moved by things that seem inconsequential, such as fleeting emotions, ideas, pedagogies, curricula, and classroom decorations. Methodologically, this study adds to an increasing body of empirical studies that support the notion that humanist and post-humanist methods can coexist, and that the contradictions can open, rather than foreclose, possibilities for thinking about what data can do
|
|
Keyword:
Classroom environment; Education; Ethnology; Humanistic; Teachers--Political activity; Teachers--Training of
|
|
URL: https://doi.org/10.7916/d8-094g-fy07
|
|
BASE
|
|
Hide details
|
|
|
| 19 |
Curricular Vulnerability of physical education teachers in Tunisia ; La formation des enseignants d'EPS dans les ISSEP tunisiens au prisme de la vulnérabilité
|
|
|
|
In: https://tel.archives-ouvertes.fr/tel-03552985 ; Education. Université de Lyon, 2020. Français. ⟨NNT : 2020LYSE1342⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
|
|
BASE
|
|
Show details
|
|
|
|
|
