This book consists of fifteen research papers presented at the ISATT conference held in Dublin in 1999. It is a state of the art collection of contemporary research that focuses on Teacher Learning and Development in ten countries spanning three continents. The text seeks to create a new, more diverse international audience which traverses the more traditional geopolitical boundaries.
This book consists of fifteen research papers presented at the ISATT conference held in Dublin in 1999. It is a state of the art collection of contemporary research that focuses on Teacher Learning and Development in ten countries spanning three continents. The text seeks to create a new, more diverse international audience which traverses the more traditional geopolitical boundaries.
1. Emotional Geographies of Teaching Andy Hargreaves 2. I Didn't Hire a Robot: An Investigation into the Pedagogical Identity of Teachers Han Leeferink and Cees Klaassen 3. Representations of Educator Knowledge: From Ivory Tower to Tower of Babel Jonathan Neufeld and Michael Kompf 4. How Teachers Know and Know About Others Jukka Husu 5. Reconstructing Progressivism Peter Woods 6. Sites and Sources of Teachers' Learning Milbrey McLaughlin 7. Professional Development as 'Interference'? Insights from the Reading Recovery Inservice Course Jane Ashdown 8. School Portfolio Development: A Way to Access Teacher Knowledge Cheryl Craig 9. Understanding and Articulating Teacher Knowledge John Laughran 10. Examining Teachers' Interactive Cognitions Using Insights from Research on Teachers Practical Knowledge Paulien Meijer, Douwe Beijaard and Nico Verloop 11. Global Rhetoric and the Realities of Teaching and Learning in the Developing World Beatrice Avalos 12. The Self-Managing School Within a Norwegian Context: Between Professional Autonomy and Bureaucratic Accountability Jorunn Moller 13. A Critical First Step in Learning to Teach: Confronting the Power and Tenacity of Student Teachers' Beliefs and Preconceptions Ruth Ethell 14. Shared and Subjective in Curriculum Making: Lessons We Learn from Finnish Teachers Tapio Kosunen and Jyrki Huusko 15. Crossing Reforms with Innovations: A Case Study on the Relationship Between the Innovative Process of a Secondary School and the Reform of the Spanish National Curriculum Juana Maria Sancho and Fernando Hernandez
1. Emotional Geographies of Teaching Andy Hargreaves 2. I Didn't Hire a Robot: An Investigation into the Pedagogical Identity of Teachers Han Leeferink and Cees Klaassen 3. Representations of Educator Knowledge: From Ivory Tower to Tower of Babel Jonathan Neufeld and Michael Kompf 4. How Teachers Know and Know About Others Jukka Husu 5. Reconstructing Progressivism Peter Woods 6. Sites and Sources of Teachers' Learning Milbrey McLaughlin 7. Professional Development as 'Interference'? Insights from the Reading Recovery Inservice Course Jane Ashdown 8. School Portfolio Development: A Way to Access Teacher Knowledge Cheryl Craig 9. Understanding and Articulating Teacher Knowledge John Laughran 10. Examining Teachers' Interactive Cognitions Using Insights from Research on Teachers Practical Knowledge Paulien Meijer, Douwe Beijaard and Nico Verloop 11. Global Rhetoric and the Realities of Teaching and Learning in the Developing World Beatrice Avalos 12. The Self-Managing School Within a Norwegian Context: Between Professional Autonomy and Bureaucratic Accountability Jorunn Moller 13. A Critical First Step in Learning to Teach: Confronting the Power and Tenacity of Student Teachers' Beliefs and Preconceptions Ruth Ethell 14. Shared and Subjective in Curriculum Making: Lessons We Learn from Finnish Teachers Tapio Kosunen and Jyrki Huusko 15. Crossing Reforms with Innovations: A Case Study on the Relationship Between the Innovative Process of a Secondary School and the Reform of the Spanish National Curriculum Juana Maria Sancho and Fernando Hernandez
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