Teacher Thinking Twenty Years On: Revisiting Persisting Problems and Advances in Education

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More About This Textbook


The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for, and a wide range of examples of, both topics and methods of research. Value for the future can be found in the texts that note lacunae in research and unresolved issues. Further, since the chapters derive from research conducted in a variety of national contexts, revealing some evidence of common constraints and opportunities impinging on education at the time, questions are stimulated about what has changed and what has stayed the same in the interim.

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Product Details

  • ISBN-13: 9789026519543
  • Publisher: Taylor & Francis
  • Publication date: 1/1/2003
  • Pages: 380
  • Product dimensions: 6.50 (w) x 9.60 (h) x 1.20 (d)

Table of Contents

Section A: Teacher Thinking: Practical Theories
Chapter 1. Teachers' Teaching Criteria - Rob Halkes and Rien Deijkers Chapter 2 . Professional Literacy, Resourcefulness and What Makes Teaching Interesting - Alan F. Brown Chapter 3. Teachers' Instructional Quality and Their Explanation of Students' Understanding - Rainer Bromme and Gudrun Dobslaw Chapter 4. How Do Teachers Think About Their Craft? - Sally Brown and Donald McIntyre Chapter 5. Information Technology and Teacher Routines: Learning From the Microcomputer - John K. Olson Chapter 6. Planning and Thinking in Junior School Writing Lessons: An Exploratory Study - James Calderhead Chapter 7. Categories in Teacher Planning - Harm Tillema Chapter 8. Teachers' Thinking - Intentions and Practice: An Action Research Perspective - Christopher Day Chapter 9. What makes Teachers Tick? Considering the Routines of Teaching - John K. Olson
Section B: Personal Beliefs: Self as Teacher
Chapter 10. Teachers' Epistemology and Practice - Maureen L. Pope and Eileen M. Scott Chapter 11. Teacher Thinking and Teacher Routines: A Bifurcation? - Joost Lowyck Chapter 12. An Attempt to Study the Process of Learning To Teach From an Integrative Viewpoint - Jan Broeckmans Chapter 13. Describing Teachers' Conceptions of Their Professional World - Staffan Larsson Chapter 14. What is 'Personal' in Studies of the Personal - D. Jean Clandinin and F. Michael Connelly Chapter 15. Personal Practical Knowledge At Bay Street School: Ritual, Personal Philosophy and Image - F. Michael Connelly and D. Jean Clandinin Chapter 16. Self-Evaluation: A Critical Component in the Developing Teaching Profession - Miriam Ben-Peretz and Lya Kremer-Hayon Chapter 17. Teachers' Beliefs and Classroom Behaviours: Some Teacher Responses to Inconsistency - B. Robert Tabachnick and Kenneth M. Zeichner Chapter 18. Role Over Person: Legitimacy and Authenticity in Teaching - Margaret Buchmann Chapter 19. Forming Judgements in the Classroom: How do Teachers Develop Expectations of Their Pupils' Performances? - H. Manfred Hofer Chapter 20. Conflicts in Conciousness: Imperative Cognitions Can Lead to Knots in thinking - Angelika C. Wagner
Section C: Teacher and Teaching: Theories and Practice
Chapter 21. Ten Years of Conceptual Development in Research on Teacher Thinking - Christopher M. Clark Chapter 22. Kelly's Theory of Personal Constructs as a Paradigm for Investigating Teacher Thinking - Miriam Ben-Peretz Chapter 23. The Use of Concept Mapping in the Study of Teachers' Knowledge Structures - F. Elbaz R. Hoz, Y. Tomer, R. Chayot, S. Mahler and N. Yeheskel Chapter 24. A Cognitive Model of Behaviour and Learning as a Heuristic Method of Theory-Based Teacher Training - Hartmut Thiele Chapter 25. How to Change What Teachers Think About Teachers: Affirmative Action in Promotion Decisions - Alan F. Brown Chapter 26 Arguments for Using Biography in Understanding Teacher Thinking - Richard Butt Chapter 27. Access to Teacher Cognitions: Problems of Assessment and Analysis - G√ľnther L. Huber and Heinz Mandl Chapter 28. On the Limitations of the Theory Metaphor for the Study of Teachers' expert Knowledge - Rainer Bromme Chapter 29. Post-Interactive Reflections of Teachers: A Critical Appraisal - Joost Lowyck Chapter 30. Teachers and their Educational Situations They are Concerned About: Preliminary Research Findings - Jan R.M. Gerris, Vincent A.M. Peters, and Theo C.M. Bergen Conclusions

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