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Chapter 1: Conceptualizing Teaching Acts by B. Kumaravadivelu

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Beth Neitz

on 24 July 2011

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Transcript of Chapter 1: Conceptualizing Teaching Acts by B. Kumaravadivelu

What is teaching? a subjective activity carried out in an organized way (p. 5) it's aimed at creating optimal conditions for desired learning to take place in as short a time as possible (p. 6) involves educational administrators, policy makers, curriuculum planners, teacher educators, textbook writers, and others-each constituting an important link in the educational chain (p. 7) Three Roles of the Teacher *behavioral school of psychology

*primary focus is content knowledge

*consists of verifiable sets of facts and rules

*assigned role of passive techniques

*viewed as apprentices whose success is measured by how closely
they adhere to professional knowledge and how they transmit that to students

*goal is to promote student comprehension of content knowledge

*traditional and rigid

*provides safe and secure enviornment for teachers who cannot or
do not choose to explore self-initated, innovative teaching strategies

*teachers teach what is prescribed to them

((pgs. 8-9) Passive Technicians *proposed by John Dewey early 20th century

*teachers are seen as problem-solvers

*holistic, emphasizes creativity, artistry, and context sensitivity

*reflection-on-action occurs before the lesson during planning and after it on the effectiveness of it

*reflection-in-action occurs during teaching as an on-going process

*examines, frames, and attempts to solve dilemmas

* is aware of and questions assumptions/values of teaching

*is attentive to school and culture

*takes part in curriculum development and school

*takes responsibility for own professional development
(Zeichner and Liston, 11)
(pg. 9-12) Transformative Intellectuals derived from critical pedagogists

*classrooms are socially construted and historically determined

*they connect pedagogical theory and practice to wider social issues

*they work together to share ideas

*teachers strive for educational advancement and personal transformation

*cultivate and extend their research skills

*knowledge is produced between interactions of teacher/student

*can improvise lessons/procedures

*promote student discussion

*encourage student self-reflection

*help themselves and others gain ownership of own education

*familiarize with linguistic and cultural diversity

*thinking is a first step and design plans to carry out

*think to develop emotional and logical sides of their students and themselves (pg. 15)
(pgs 13-15). Reflective Practicioners Which role portrays your teaching?
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