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Being and Becoming in the Classroom


reviewed by Colette A. Granger — 2003

coverTitle: Being and Becoming in the Classroom
Author(s): Wolff-Michael Roth
Publisher: ABLEX Publishing Company, Westport, CT
ISBN: 1567506704, Pages: 208, Year: 2002
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It is common in teacher education to lament that there are gaps between theory and practice. Such perceived gaps can be a source of terror for students learning to teach, frustration for teacher educators, and perpetual worry for faculties of education. Wolff-Michael Roth’s Being and Becoming in the Classroom proposes to address those gaps by uniting teaching praxis and talk about praxis, in ways he believes facilitate both. Roth’s introduction relates his personal learning and teaching journey. He recalls moments when theory failed him – when his university courses seemed distanced from classroom practice – and successful experiences that taught him to be responsive to his students, “enter their reality, and come to understand where they are” (p. xv). Encountering dissonance between collaborative teaching, where he learned ‘without being consciously reflective at all’ (p. xvi), and university-acquired theories of teaching as a reflective practice, propelled his desire to relocate theory in the classroom experience of individual teachers, and informed the concepts of coteaching and cogenerative dialoguing. Part I, ‘Being in the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 669-673
http://www.tcrecord.org ID Number: 11052, Date Accessed: 10/23/2017 2:09:09 AM

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About the Author
  • Colette Granger
    York University
    E-mail Author
    Colette Granger is a doctoral candidate in the Faculty of Education at York University in Toronto. Her work investigates questions of psychical ambivalence, meaning and identity breakdown, and silence, in the processes of learning, teaching, and learning to teach.
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