Supporting Shared Work and Professional Development Margaret J. Marshall Since at least the end of the nineteenth century, small groups of teachers have come together to talk about their work in classrooms and expand their understanding of . The practice was common enough at the end of the nineteenth century that publications were directed to such groups. Emerson Whiteâs 1901 book The Art of Teaching, for example, identifies a range of readers and contexts for learning about teaching in the title-page notation: âA manual for teachers, superintendents, teachersâ reading circles, normal schools, training classes and other persons interested in the right training of the young.â In higher education, the tradition of study or reading groups makes joining with others to work on teaching a recognizable format for an otherwise ignored need. Despite increased attention to teaching in higher education over the last twenty years, however, it is still more common for college-level teachers to discuss shared scholarly concerns than shared teaching interests, to hold each other accountable for the rigor of intellectual arguments more quickly than for classroom practices, or to offer criticism on scholarly or creative writing in progress more regularly than the writing directed to students.
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Oct 1, 2008
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