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Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training

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Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Teaching.

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• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Teaching.

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Discipline and Learn: Bodies, Pedagogy and Writing explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the repressive aspects of discipline highlighting its enabling potential and role in the development of dispositions to learning. The book engages with the work of a range of theorists: Foucault, Bourdieu, Merleau-Ponty, Mauss and Spinoza and considers their usefulness in theorizing embodiment and learning in the teaching of writing in the early years of school. Emphasis, however, is placed on the work of Bourdieu and his notion of habitus melding theory and practice in an ethnography of contemporary classrooms. This text is invaluable reading for students and academics across the social sciences and humanities interested in questions of embodiment, affect and their relation to learning. This is the most thought-provoking book to be published on pedagogy in a long, long time. Conceptually elegant and empirically rich, it undercuts conventional wisdom and potentially rearranges how we think about teaching, learning and writing. It argues that students’ bodies not just their minds matter in learning, explaining how, in practice, the desire to learn is a mindful bodily disposition. And it shows how, through an enabling form of discipline, teachers can produce a scholarly habitus in all students, including the educationally disadvantaged and defiant. Jane Kenway, Professor of Education, Monash University Discipline and Learn: Bodies, Pedagogy and Writing an excellent book which makes an important contribution to our understanding of both pedagogy and the body and which is sure to spark debate in both fields. It is careful and judicious in its approach but still manages to be provocative and original. Nick Crossley, Professor of Sociology, University of Manchester.

Teaching --- onderwijs --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training

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Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work?In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students' thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students' thinking improves the chances of learning, it also increases the uncertainty and complexity of the job.The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources-common curricula, intelligent assessments, and teacher education tied to both-that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what "responsible teaching" can be, the kind of mind reading it seems to demand, and the complex social resources it requires.

Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Teaching