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- W303630277 abstract "Having served as an assistant director of the University of Oregon's Composition Program, and having taught writing for more than a decade, I have been an extremely interested observer of composition directors over the years. I have talked with them, eaten lunch with them, even shared offices with them. I know how hard they work. It seems like a generally thankless job, but one that I would enjoy facing. Out of respect for them, and because part of what I will do in this paper is to call for a re-evaluation of practices, I want to acknowledge that I cannot speak to all of the forces-the department heads, faculty senates, accountants, and deans--pressing on writing program administrators as they develop their teacher training. What I can speak to, and what this paper focuses on, is the process of becoming a teacher. In what follows I assume that writing program administrators start from a shared experience as teachers; even if they are not primarily teachers now, in most cases, composition directors became teachers before working as administrators. Though my specific aim here is to affect the way directors of college composition conceive of themselves in relationship with their student teachers, because I recognize the reciprocal forces at work in such complex systems as writing programs and teacher training curricula, this essay addresses anyone who has become a college writing teacher. As I do so, I ask questions that may seem basic, but I draw them from an ecological and phenomenological viewpoint, a perspective which I believe offers valuable insight into the systematic..functions of perceiving parts within a greater whole such as a college composition program. Some of these questions are: What did the process of becoming a teacher involve? How long did it take? Who were the people who most influenced us as we became, and continue to become, teachers? What was the environment in which that process took place?" @default.
- W303630277 created "2016-06-24" @default.
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- W303630277 date "1998-01-01" @default.
- W303630277 modified "2023-09-23" @default.
- W303630277 title "An Intentionally Ecological Approach to Teacher Training." @default.
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