The first section contains nine chapters that deal with teacher thinking and the
ideas of practical theories. In Chapter 1 Teachers' Teaching Criteria, Rob Halkes
and Rien Deijkers report on their ongoing study of teachers' teaching criteria.
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.
Type: BOOK - Published: 2001-11-30 - Publisher: Springer Science & Business Media
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
Authors: James Calderhead, Pam Denicolo, Christopher Day
Type: BOOK - Published: 2012-01-10 - Publisher: Routledge
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