Developing Teachers and Teaching Practice: International Research Perspectives

✍ Scribed by Ciaran Sugrue

• Publisher: Routledge
• Year: 2002
• Tongue: English
• Leaves: 287
• Edition: 1
• Category: Library

✦ Synopsis

Pressure is increasing on all those involved in education, from teachers to policy-makers, to transform schools as organisations, while continuing to implement effective new approaches to teaching and learning. The demand is not only to reach attained targets, but also to be accountable for teaching methods.Developing Teachers and Teaching Practice brings together a selection of papers given at the ninth conference of the International Study Association of Teachers and Teaching (ISATT). The collection takes as a central theme the issue of education as a key concern within the international rhetoric of globalisation. The book offers insights in to the nature of teaching and learning, including the key new research area of emotions. It then goes on to explore the nature of teacher learning before looking at the impact of major policy initiatives on the work of teachers internationally.Developing Teachers and Teaching Practice contains contributions from some of the best-known academics in the field, and will be of great interest to teacher educators and educational researchers around the world.

✦ Table of Contents

Book Cover......Page 1
Title......Page 4
Contents......Page 5
List of tables and figures......Page 8
List of contributors......Page 10
Acknowledgements......Page 15
Introduction......Page 16
Changing understandings......Page 26
Teaching in a box: emotional geographies of teaching......Page 28
An investigation into the pedagogical identity of the teacher......Page 51
Educational research and teacher development: from ivory tower to tower of Babel......Page 66
Navigating through pedagogical practice: teachers' epistemological stance towards pupils......Page 83
Teaching and learning in the new millennium......Page 98
Sites and sources......Page 118
Sites and sources of teachers' learning......Page 120
Professional development as 'interference'? Insights from the Reading Recovery in-service course......Page 141
School portfolio development: a way to access teacher knowledge......Page 155
Understanding and articulating teacher knowledge......Page 171
Examining teachers' interactive cognitions using insights from research on teachers' practical knowledge......Page 187
Reform and Renewal......Page 204
How do we do it? Global rhetoric and the realities of teaching and learning in the developing world......Page 206
Between professional autonomy and bureaucratic accountability: the self-managing school within a Norwegian context......Page 224
A critical first step in learning to teach: confronting the power and tenacity of student teachers' beliefs and preconceptions......Page 241
Shared and subjective in curriculum making: lessons from Finnish teachers......Page 259
A case study on the relationship between the innovative process of a secondary school and the reform of the Spanish national curriculum......Page 270
Index......Page 280