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Teaching and Its Predicaments / David K. Cohen.

By: Material type: TextTextPublisher: Cambridge, MA : Harvard University Press, [2011]Copyright date: 2011Description: 1 online resource (248 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780674262720
Subject(s): DDC classification:
  • 371.102 22/eng/20230216
LOC classification:
  • LB1025.3 .C644 2022
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Acknowledgments -- 1 Improve Teaching? -- 2 Human Improvement -- 3 Teaching -- 4 The Social Resources of Teaching -- 5 Knowledge and Teaching -- 6 Instructional Discourse -- 7 Teachers’ Acquaintance with Students’ Knowledge -- 8 Improve Teaching -- Notes -- Index
Summary: Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work? In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job. The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780674262720

Frontmatter -- Contents -- Acknowledgments -- 1 Improve Teaching? -- 2 Human Improvement -- 3 Teaching -- 4 The Social Resources of Teaching -- 5 Knowledge and Teaching -- 6 Instructional Discourse -- 7 Teachers’ Acquaintance with Students’ Knowledge -- 8 Improve Teaching -- Notes -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work? In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job. The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Aug 2024)