Campus Units
Education, School of
Document Type
Book Chapter
Publication Version
Accepted Manuscript
Publication Date
2018
Journal or Book Title
Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model
First Page
89
Last Page
114
Abstract
Many times, teaching is viewed only in terms of the end product: what a lesson produces in terms of student learning. This all-or-nothing view ignores the many complicated components of teaching. Consider how this idea of teaching as a singular product is communicated. Some common sayings about teachers are: “Teachers are born, not made” or “Those who can, do. Those who can’t, teach.” These sayings and the ideologies behind them suggest that good teaching is an inborn trait or singular action: you’ve either got it or you don’t. But what if teaching were viewed as a layered process like archaeology or an exploded diagram? Such perspectives would no doubt help learners recognize that teaching is a complex, nuanced process that is situated within our own lived histories and embodied experiences.
Copyright Owner
Taylor & Francis
Copyright Date
2018
Language
en
File Format
application/pdf
Recommended Citation
McVee, Mary B.; Shanahan, Lynn E.; Hayden, H. Emily; Boyd, Fenice B.; and Pearson, P. David, "Taking the Long View by Focusing on Description: Examining Bias, Agency, and the Messy Parts of Teaching" (2018). Education Publications. 188.
https://lib.dr.iastate.edu/edu_pubs/188
Comments
This is a manuscript of a chapter published as McVee, Mary B., Lynn E. Shanahan, H. Emily Hayden, Fenice B. Boyd, and P. David Pearson, "Taking the Long View by Focusing on Description: Examining Bias, Agency, and the Messy Parts of Teaching," in Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model (New York, NY: Routledge, 2018), 89-114. Available online at DOI: 10.4324/9781315175638. Posted with permission.