THE FEMINIZATION OF TEACHING AND THE PRACTICE OF TEACHING: THREAT OR OPPORTUNITY?

2006 ◽  
Vol 56 (4) ◽  
pp. 387-405 ◽  
Author(s):  
Morwenna Griffiths
Keyword(s):  
Feminization Of Teaching ◽  
Practice Of Teaching

The Practice of Teaching

1988 ◽  
Vol 33 (9) ◽  
pp. 766-767
Author(s):  
David W. Johnson
Keyword(s):  
Practice Of Teaching

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

Using Critical Praxis to Understand and Teach Teamwork

2008 ◽  
Vol 71 (4) ◽  
pp. 421-438 ◽  
Author(s):  
David R. Seibold ◽  
Paul Kang
Keyword(s):  
Classroom Context ◽  
Four Dimensions ◽  
The Third ◽  
Theoretical Approaches ◽  
Practice Of Teaching

The authors pursue three aims in this article. The first is to underscore critical praxis as an especially valuable approach to understanding and enabling teamwork. The second is to offer four dimensions of teamwork—vision, roles, processes, and relationships— as salient areas to interrogate using critical praxis. The third aim is to consider the implications and methods for teaching teamwork in the classroom context. In the process of doing so, the authors highlight limitations of prevailing theoretical approaches and note changes in their own practice of teaching and facilitating teamwork that have occurred through a commitment to critical praxis.

Parsing the Practice of Teaching

2015 ◽  
Vol 67 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Mary Kennedy
Keyword(s):  
Practice Of Teaching

scholarly journals SCIENTIFIC RESEARCH WITHIN THE FRAMEWORK OF UNIVERSITY MANAGEMENT

2020 ◽  
Vol 8 (10) ◽  
pp. 47-57
Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro
Keyword(s):  
Scientific Research ◽  
Research Process ◽  
Research Management ◽  
Common Denominator ◽  
Research Practice ◽  
University Management ◽  
Practice Of Teaching ◽  
Low Motivation

Research management is conceptualized as the institutional activity oriented to the search, study, knowledge of reality, systematization of this knowledge and its transfer to satisfy needs and contribute to solving the problems of society. The results obtained in this article about scientific research, seem to be common to the scope of this research; What is clear is that the low motivation of teachers for research constitutes a common denominator in the universities of Ecuador, which, in the opinion of the author, can be increased if the management of the research process favors the institutional, administrative, curricular conditions that articulate the practice of teaching with research practice.

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