Listing 1 - 9 of 9
Sort by

Article
Vakdidactiek : themanummer
Author:
Year: 2002

Loading...
Export citation

Choose an application

Bookmark

Abstract

Keywords


Article
VONtooid Verleden Tijd
Author:
Year: 2004

Loading...
Export citation

Choose an application

Bookmark

Abstract

Keywords


Article
Reflecteren: het belang van kennis
Author:
Year: 2008

Loading...
Export citation

Choose an application

Bookmark

Abstract

Keywords

Research on mother tongue education in a comparative international perspective : theoretical and methodological issues
Authors: --- --- ---
ISBN: 9789042022782 Year: 2007 Volume: 20 Publisher: Amsterdam New York Rodopi

Loading...
Export citation

Choose an application

Bookmark

Abstract

Keywords


Book
Reading literature in comprehensive school (age 11-13) : a speculative analysis of two events.
Authors: ---
ISBN: 9072236025 Year: 1989 Publisher: Enschede : International mother tongue education network,

Loading...
Export citation

Choose an application

Bookmark

Abstract


Dissertation
Onderwijs en kennis als postmoderne constructie

Loading...
Export citation

Choose an application

Bookmark

Abstract

Keywords


Book
Literary praxis : a conversational inquiry into the teaching of literature
Authors: --- --- ---
ISBN: 9789460915840 Year: 2011 Publisher: Rotterdam Sense,

Loading...
Export citation

Choose an application

Bookmark

Abstract

Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary 'praxis' that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of 'praxis' to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). (Bron: covertekst)


Book
Moedertaalonderwijs : interpretaties in retoriek en praktijk, heden en verleden, binnen- en buitenland
Authors: --- --- --- ---
ISBN: 9001887767 Year: 1996 Publisher: Groningen Wolters-Noordhoff,

Loading...
Export citation

Choose an application

Bookmark

Abstract


Book
Literary Praxis : a A Conversational Inquiry into the Teaching of Literature
Authors: --- --- ---
ISBN: 946091585X 9460915868 9786613695857 1280785462 Year: 2011 Publisher: Leiden; Boston : Brill | Sense,

Loading...
Export citation

Choose an application

Bookmark

Abstract

Literary Praxis: A Conversational Inquiry into the Teaching of Literature explores the teaching of literature in secondary schools. It does this from the vantage point of educators in a range of settings around the world, as they engage in dialogue with one another in order to capture the nature of their professional commitment, the knowledge they bring to their work as literature teachers, and the challenges of their professional practice as they interact with their students. The core of the book comprises accounts of their day-to-day teaching by Dutch and Australian educators. These teachers do more than capture the immediacy of the here-and-now of their classrooms; they attempt to understand those classrooms relationally, exploring the ways in which their professional practice is mediated by government policies, national literary traditions and existing traditions of curriculum and pedagogy. They thereby enact a form of literary ‘praxis’ that grapples with major ideological issues, most notably the impact of standards-based reforms on their work. Educators from other countries then comment on the cases written by the Dutch and Australian teachers, thus taking the concept of ‘praxis’ to a new level, as part of a comparative inquiry that acknowledges the richly specific character of the cases and resists viewing teaching around the world as though it lends itself unproblematically to the same standards of measurement (as in the fetish made of PISA). They step back from a judgmental stance, and try to understand what it means to teach literature in other educational settings than their own. The essays in this collection show the complexities of literature teaching as a form of professional praxis, exploring the intensely reflexive learning in which teachers engage, as they induct their students into reading literary texts, and reflect on the socio-cultural contexts of their work.

Listing 1 - 9 of 9
Sort by