Gunnar Handal, Sveinung Vaage

Teachers' Minds And Actions

Research On Teachers' Thinking And Practice
Herausgeber: Carlgren, Ingrid

• Broschiertes Buch

Produktbeschreibung

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.

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 288
• Erscheinungstermin: 23. Dezember 1994
• Englisch
• Abmessung: 234mm x 156mm x 16mm
• Gewicht: 442g
• ISBN-13: 9780750704311
• ISBN-10: 0750704314
• Artikelnr.: 21290390

Autorenporträt

Ingrid Carlgren, Gunnar Handal, Sveinung Vaage

Inhaltsangabe

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.