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.

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.

Copyright Owner

Taylor & Francis

Language

en

File Format

application/pdf

Published Version

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