Teachers' Minds And Actions: Research On Teachers' Thinking And Practice

ISBN-13: 9780750704304 / Angielski / Twarda / 1994 / 224 str.

I. Carlgren; Ingrid Carlgren; Gunnar Handal

Opis

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.

Spis treści

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.

O autorze

Ingrid Carlgren, Gunnar Handal, Sveinung Vaage