Teachers' Minds And Actions

Research On Teachers' Thinking And Practice

Inbunden, Engelska, 1994

Av Gunnar Handal, Sveinung Vaage, Ingrid Carlgren

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Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this text contains a collection of original research conducted by scholars from Europe, North America, Israel and Hong Kong, and provides an overview of the current status of international research on teacher thinking.; The contributors write from different perspectives - some analytical, some philosophical and some contextual - on the way teachers think and act. The intention of the book is not to characterise critically the established traditions or any of its researchers, but to study teacher-thinking research in context, analysing research objectives and enquiring into what lies behind the traditions. The result is a picture of an unpredictable but exciting and interesting future in developments in teacher-thinking research.

Produktinformation

Utgivningsdatum1994-12-23
Mått156 x 234 x 20 mm
Vikt612 g
FormatInbunden
SpråkEngelska
Antal sidor224
FörlagTaylor & Francis Ltd
ISBN9780750704304

Tillhör följande kategorier

Pedagogik inom Psykologi och pedagogik
Lärarutbildning inom Psykologi och pedagogik
Pedagogisk metodik inom Psykologi och pedagogik

Part 1 General Theoretical and Philosophical Perspectives: Research on Teacher Thinking and Different Views of Reflective Practice in Teaching and Teacher Education, Kenneth M. Zeichner; On the Structure of Teachers' Awareness, Ference Marton; Teachers as Collaborative Thinkers: Activity- Theoretical Study of an Innovative Teacher Team, Yrjoe Engestroem; The Creativity of Action, Hans Joas. Part 2 Research Issues: The Use of Language Data in the Study of Teachers' Knowledge, Donald Freeman; Biographical Methods in the Study of Teachers' Professional Development, Geert Kelchtermans; Ethical Concerns in Teacher-Thinking Research, Naama Sabar; Teacher Thinking and Didactics: Prescriptive, Rationalistic and Reflective Approaches, Per F. Laursen. Part 3 Teachers' Thinking and Action: Focusing Teacher Consciousness: What Do Teachers Direct Their Consciousness Towards During Their Teaching?, Mikael Alexandersson; Studying Teachers' Thinking About Instruction; Issues Related to Analysis of Metaphoric Language, Greta Morine-Dershimer and Peggy Reeve; Concerning the Difference Between Intention and Action: Teachers' Conceptions and Actions in Physics Teaching, Helmut Fischler; Teachers' Creativity Styles and Pedagogical Practices, Maria de Fatima Chorao C. Sanches. Part 4 Development of Teachers' Knowledge and Practice: Models of Two Professional Cultures: Teacher Training for Kindergartens and Primary Schools, Rita Riksaasen; Learning to Teach: Some Theoretical Propositions, Ora Kwo; Teachers' Professional Development as a Process of Conceptual Change, Shoshana Keiny; Making Sense of the Curriculum: Experienced Teachers as Curriculum Makers and Implementers, Tapio Kosunen; Professional Isolation and Imposed Collaboration in Teachers' Work, Elizabeth Ahlstrand. Part contents.