(Re)Weaving the tapestry of reflection: The artistry of a teaching community

Louise Wetherbee Phelps

doi:10.1080/07350199809359236

Rhetoric Review Sep 1998

(Re)Weaving the tapestry of reflection: The artistry of a teaching community

Louise Wetherbee Phelps Syracuse University

Abstract

ly and less accessibly for teachers. Even as I was finishing this project, I was worrying about the dangers of becoming ungrounded by too much abstraction while I fretted on another level about the increasing elevation of theory over practice in composition. My intellectual history-like that of the teachers I've talked with-shows that my work has thrived on relationships with reflective counterparts, through whom it is constantly challenged, transformed, expanded, and refreshed. Textual others have an extraordinary part to play in enlarging reflection beyond the merely personal, as the teachers' conversations and materials emphasize. But face-to-face or other intimate reflective interactions, like Steve's letters to his This content downloaded from 157.55.39.217 on Tue, 06 Sep 2016 04:01:40 UTC All use subject to http://about.jstor.org/terms

Journal: Rhetoric Review
Published: 1998-09-01
DOI: 10.1080/07350199809359236
CompPile: Search in CompPile ↗
Open Access: Closed
Topics: teacher development
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Cited by in this index (1)

Neaderhiser (2016)

Conceiving of a Teacherly Identity

Pedagogy

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(Re)Weaving the tapestry of reflection: The artistry of a teaching community

Abstract

Citation Context

Cited by in this index (1)

References (21)

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