Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté. Image fixe : sans médiation
Auteur(s) : Hayashi, Akiko (1979-....)
Tobin, Joseph Jay (1950-....)
Titre(s) : Teaching embodied [Texte imprimé] : cultural practice in Japanese preschools / Akiko Hayashi and Joseph Tobin
Publication : Chicago : The University of Chicago Press, 2015
Description matérielle : viii, 187 pages : illustrations ; 23 cm
Comprend : Mimamoru (teaching by watching and waiting) ; The pedagogy of feelings ; The pedagogy
of peripheral participation ; Learning embodied culture ; Expertise ; Early childhood
education policy as cultural practice ; Reassembling the cultural.
Note(s) : Includes bibliographical references (pages 175-179) and index
"When we look beyond lesson planning and curricula--those explicit facets that comprise
so much of our discussion about education--we remember that teaching is an inherently
social activity, shaped by a rich array of implicit habits, comportments, and ways
of communicating. This is as true in the United States as it is in Japan, where Akiko
Hayashi and Joseph Tobin have long studied early education from a cross-cultural perspective.
Taking readers inside the classrooms of Japanese preschools, Teaching Embodied explores
the everyday, implicit behaviors that form a crucially important--but grossly understudied--aspect
of educational practice. Akiko Hayashi and Joseph Tobin embed themselves in the classrooms
of three different teachers at three different schools to examine how teachers act,
think, and talk. Drawing on extended interviews, their own real-time observations,
and hours of video footage, they focus on how teachers embody their lessons: how they
use their hands to gesture, comfort, or discipline; how they direct their posture,
gaze, or physical location to indicate degrees of attention; and how they use the
tone of their voice to communicate empathy, frustration, disapproval, or enthusiasm.
Comparing teachers across schools and over time, they offer an illuminating analysis
of the gestures that comprise a total body language, something that, while hardly
ever explicitly discussed, the teachers all share to a remarkable degree. Showcasing
the tremendous importance of--and dearth of attention to--this body language, they
offer a powerful new inroad into educational study and practice, a deeper understanding
of how teaching actually works, no matter what culture or country it is being practiced
in." -- Publisher's description
Sujet(s) : Professeurs des écoles -- Japon
Éducation préscolaire -- Japon -- Psychologie
Enfants -- Développement -- Japon
Identifiants, prix et caractéristiques : ISBN 9780226263076. - ISBN 022626307X. - ISBN 9780226263106. - ISBN 022626310X. -
ISBN 9780226263243 (erroné)
Identifiant de la notice : ark:/12148/cb44391414f
Notice n° :
FRBNF44391414
(notice reprise d'un réservoir extérieur)
