This book asserts that teacher development should remain the primary medium for school improvement. It aims to reinvigorate research into teacher development by focusing attention on theoretical areas that have been implied but not fully developed.
This book asserts that teacher development should remain the primary medium for school improvement. It aims to reinvigorate research into teacher development by focusing attention on theoretical areas that have been implied but not fully developed.
Jonathan Neufeld is Associate Professor in the Faculty of Education at Brock University, Canada.
Inhaltsangabe
Section 1: Defining Teacher Development 1. The Rationale for Teacher Development 2. The Life of Classrooms 3. Schoolteacher: Defining the Problem Section 2: Teacher Development, Consciousness, and Thought 4. Development: A Conceptual Study of a Modern Idea 5. Purpose, Trust, and Educational Development 6. The Science of Teacher Thinking Section 3: The Economics and Narratives of Teacher Knowledge 7. Economics of Educational Reform 8. Sociology, Classrooms, and Economics as War 9. Of Narratives and Knowledge 10. Redefining Teacher Development
Section 1: Defining Teacher Development 1. The Rationale for Teacher Development 2. The Life of Classrooms 3. Schoolteacher: Defining the Problem Section 2: Teacher Development, Consciousness, and Thought 4. Development: A Conceptual Study of a Modern Idea 5. Purpose, Trust, and Educational Development 6. The Science of Teacher Thinking Section 3: The Economics and Narratives of Teacher Knowledge 7. Economics of Educational Reform 8. Sociology, Classrooms, and Economics as War 9. Of Narratives and Knowledge 10. Redefining Teacher Development
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