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020 _a9780674262720
_qPDF
024 7 _a10.4159/9780674262720
_2doi
035 _a(DE-B1597)9780674262720
035 _a(DE-B1597)588901
035 _a(OCoLC)1322125813
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 4 _aLB1025.3
_b.C644 2022
072 7 _aEDU029000
_2bisacsh
082 0 4 _a371.102
_qOCoLC
_222/eng/20230216
084 _aonline - DeGruyter
100 1 _aCohen, David K.
_eautore
245 1 0 _aTeaching and Its Predicaments /
_cDavid K. Cohen.
264 1 _aCambridge, MA :
_bHarvard University Press,
_c[2011]
264 4 _c2011
300 _a1 online resource (248 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 0 _tFrontmatter --
_tContents --
_tAcknowledgments --
_t1 Improve Teaching? --
_t2 Human Improvement --
_t3 Teaching --
_t4 The Social Resources of Teaching --
_t5 Knowledge and Teaching --
_t6 Instructional Discourse --
_t7 Teachers’ Acquaintance with Students’ Knowledge --
_t8 Improve Teaching --
_tNotes --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aEver 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.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 26. Aug 2024)
650 0 _aTeaching.
650 7 _aEDUCATION / Teaching Methods & Materials / General.
_2bisacsh
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.4159/9780674262720
856 4 0 _uhttps://www.degruyter.com/isbn/9780674262720
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9780674262720/original
942 _cEB
999 _c190993
_d190993