Citation

Becoming responsive, responsible teachers: Using documentation and dialogue to explore/disrupt/utilize our engagements with texts

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

We explored the influence of documentation/dialogue on prospective teachers’ respons-ability and respons-ibility toward texts and how their exploration/disruption of these texts created opportunities for transformation of self and educational landscapes.
Most Common Document Word Stems:

0 (1),

Author's Keywords:

Teacher Education, Teacher Identity, Documentation
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Association:
Name: Association of Teacher Educators
URL:
http://www.ate1.org


Citation:
URL: http://citation.allacademic.com/meta/p1299669_index.html
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MLA Citation:

Hayes, Sharon. "Becoming responsive, responsible teachers: Using documentation and dialogue to explore/disrupt/utilize our engagements with texts" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 <Not Available>. 2018-08-30 <http://citation.allacademic.com/meta/p1299669_index.html>

APA Citation:

Hayes, S. B. , 2018-02-16 "Becoming responsive, responsible teachers: Using documentation and dialogue to explore/disrupt/utilize our engagements with texts" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV Online <PDF>. 2018-08-30 from http://citation.allacademic.com/meta/p1299669_index.html

Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: We explored the influence of documentation/dialogue on prospective teachers’ respons-ability and respons-ibility toward texts and how their exploration/disruption of these texts created opportunities for transformation of self and educational landscapes.


Similar Titles:
Mobilizing Critical Dialogue for Social Transformation: The Intersemotic Relationship amid Multimodal Text and Teacher Supported Student Talk

Tragedy as a Teacher of Liberal Complexity: Using Shakespeare to Challenge Undergraduates To Become More Skillful Readers of Liberal Texts

Preservice teachers’ use of culturally relevant texts to engage English Language Learners in an urban practicum


 
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