Description
Book SynopsisEndless material is available to teachers and teacher educators on topics related to the techniques of teaching, but very little connects the theories of education and the challenges of daily teaching practice in the classroom. Educators are often wondering, "What are the basics of teaching?" and "How do teachers transform the techniques of teaching and federal mandates into positive relationships children?". Here, the author helps readers understand the connection between our perceptions and the potential for teachers and children to learn within a pedagogical relationship. Anne Hill provides classroom stories, insights offered by teachers and children, and the discourses of philosophy, literature, and educational theory. Teachers' actions, interactions, and words are interpreted as expressions of professional and personal knowledge, a knowledge that is formed through their daily relationships with children, parents, and curriculum. For all teachers and teacher educators.
Trade ReviewTeachers will identify with her rich discussion of making sense of their pedagogical presence through memory, touch, face, voice, and silence. These reflections, coupled with stories from educators about use of these "senses" make this a practical resource. Recommended. * CHOICE *
A valuable addition to the literature on the pedagogical relationship between curriculum, children, and teachers. * Alberta Journal of Educational Research *
Hill draws from 30 years of experience as a teacher and school counselor, insights from teachers and children, and the discourses of philosophy, literature, and educational theory in a text for teachers which explores 'multiple expressions and meanings that may help make sense of what being a teacher in the classroom means.' * Reference and Research Book News *
