Research on Teacher Thinking (RLE Edu N)

Research on Teacher Thinking (RLE Edu N) PDF

Author: James Calderhead

Publisher: Routledge

Published: 2012-05-04

Total Pages: 258

ISBN-13: 113645697X

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This is a companion volume to the editors’ Insights into Teachers’ Thinking and Practice (Falmer Press, 1999) and seeks to carry the discussion on further illustrating that there is a continuing intensity of thought, activity and debate on how to conceptualise research on teacher thinking, and thus generate knowledge for further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as ‘best practice’ for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers’ thinking and actions in the 1990s.

Teachers' Minds And Actions

Teachers' Minds And Actions PDF

Author: Gunnar Handal

Publisher: Routledge

Published: 2005-07-19

Total Pages: 291

ISBN-13: 1135718296

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Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this collection of research conducted by scholars from Europe, North America, Israel and Hong Kong provides an overview of the current

Teacher Thinking, Beliefs and Knowledge in Higher Education

Teacher Thinking, Beliefs and Knowledge in Higher Education PDF

Author: N. Hativa

Publisher: Springer Science & Business Media

Published: 2001-11-30

Total Pages: 384

ISBN-13: 9781402000959

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This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.

Reconstructing Teacher Education (RLE Edu N)

Reconstructing Teacher Education (RLE Edu N) PDF

Author: John Elliott

Publisher: Taylor & Francis

Published: 2012-04-27

Total Pages: 279

ISBN-13: 1136453822

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This book maps out a new paradigm of teacher education and, by implication, professional education generally. The book opens with two alternative theories of teacher education and training and explains the concepts and assumptions on which they rest including beliefs about the nature and role of education in society. It then proposes a ‘natural science’ paradigm and its implications for establishing a coherent view of teacher education. Subsequent chapters indicate the professional implications of such a model.

Teacher Thinking

Teacher Thinking PDF

Author: Freema Elbaz

Publisher: Routledge

Published: 2018-10-03

Total Pages: 250

ISBN-13: 0429846231

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Originally published in 1983. A broad examination of the ways in which teachers gain and use knowledge about their work is presented in this book. At the time, within curriculum studies, there was a developing greater understanding of the major role that teachers play in the implementation of materials within the classroom - as autonomous agents holding, using and creating knowledge of particular kinds which informs all of their work. This book presents a case study using retrospective interviews with a high school English teacher. Through analysis of this series of interviews, this study describes and outlines the structure of the knowledge she uses and the views she has of her concerns.

From Teacher Thinking to Teachers and Teaching

From Teacher Thinking to Teachers and Teaching PDF

Author: Cheryl J. Craig

Publisher: Emerald Group Publishing

Published: 2013-07-04

Total Pages: 753

ISBN-13: 1781908508

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This volume covers advances that have occurred in the thirty year existence of the International Study Association on Teachers and Teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities.

Teacher Thinking Twenty Years on

Teacher Thinking Twenty Years on PDF

Author: Pam M. Denicolo

Publisher: CRC Press

Published: 2005-08-04

Total Pages: 382

ISBN-13: 0203971035

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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.

Handbook of Research on Critical Thinking and Teacher Education Pedagogy

Handbook of Research on Critical Thinking and Teacher Education Pedagogy PDF

Author: Robinson, Sandra P.A.

Publisher: IGI Global

Published: 2019-04-12

Total Pages: 446

ISBN-13: 1522578307

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Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The Handbook of Research on Critical Thinking and Teacher Education Pedagogy examines and explains how new strategies, methods, and techniques in critical thinking can be applied to classroom practice and professional development to improve teaching and learning in teacher education and make critical thinking a tangible objective in instruction. This critical scholarly publication helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting topics such as early childhood education, curriculum, and STEM education, this book is designed for teachers/instructors, instructional designers, education professionals, administrators, policymakers, researchers, and academicians.

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