Teacher Thinking and Professional Action

Teacher Thinking and Professional Action

by Dr Pam Denicolo
     
 

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ISBN-10: 0415362237

ISBN-13: 9780415362238

Pub. Date: 12/28/2005

Publisher: Taylor & Francis

Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners.

This book satisfies

Overview

Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners.

This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections:

  • conceptual frames for teacher thought and action
  • methods and approaches to the study of teacher though and action
  • teacher judgment and evaluation of students
  • teacher thinking and teacher education.

Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

Product Details

ISBN-13:
9780415362238
Publisher:
Taylor & Francis
Publication date:
12/28/2005
Pages:
284
Product dimensions:
6.10(w) x 9.30(h) x 0.80(d)

Table of Contents

Acknowledgements
Introduction
Section A: Conceptual Frames for Teacher Thought and Action
Chapter 1. The Place of process-product research in developing agenda for research on teacher thinking
David C. Berliner
Chapter 2. Perspectives on the teaching profession or relative appraisal
Pam M. Denicolo and Maureen Pope
Chapter 3. The 'collective student' as the cognitive reference point of teachers' thinking about their students in the classroom
Rainer Broome
Chapter 4. A contrast of novice and expert competence in math lessons
Gaea Leinhardt
Section B: Methods and Approaches to the Study Teacher Thought and Action
Chapter 5. Strategies and methods in research on teacher thinking
Gunter L. Huber
Chapter 6. The ground of professional practice
Antoinette A. Oberg
Chapter 7. Case study in research on teaching: a ground for reflective practice
John Olson
Chapter 8. Teachers' personal and professional ideals about practice
Michael Kompf and Alan Brown
Chapter 9. Computer simulation as a tool in studying teachers' cognitive activities during error diagnosis in arithmetic
Erik De Corte, Lieven Versschaffel and Hilde Schrooten
Section C Teacher Judgment and Evaluation of Students
Chapter 10. Goal dependent perception in relations between teachers and Students
Manfred Hofer
Chapter 11. Grading as a quasi-rational judgment process
Annica Brehmer
Chapter 12. Analysing teachers thoughts prior to student assessment
Urban Lissmann
Chapter 13. Teacher's Causal attributions in problematic situations Karlin van Opdorp, Paul den Hetog, Theo Bergen and Lucie Vreuls
Chapter 14. Teachers' need for pupil information inspecial education
Sip J. Pijl and Steven Foster
Section D: Teacher thinking and Teacher education
Chapter 15. Asking the right questions about teacher preparation: contributions of research on teacher thinking
Christopher M. Clark
Chapter 16. Using textbooks and teachers' guides: what beginning elementary teachers learn and what they need to know
Deborah Loewenberg-Ball and Sharon Feiman-Nemser
Chapter 17. Supervision conferences and student teachers' thinking and Behaviour
Jan Broeckmans
Chapter 18. Examining complexity of thought in secondary student teachers
Greta Morine-Dershimer and Bernard Oliver
Chapter 19. Knowing, thinking and doing in learning to teach: a research framework and some initial results
Sharon Feiman- Nemser and Margret Buchman

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