To develop a mode of educational research which speaks both of and to the teacher we require more study of the lives of teachers. This book provides a vital insight into the ways in which teachers' bakgrounds and career histories affect their teaching methods and approaches. Many issues are covered ranging from the question of teacher drop-out to the importance of teacher socialisation. The studies employ a range of different methodologies allowing the reader to assess their varying strengths and weaknesses, but throughout they reaffirm the centrality of the teacher in educational research.
To develop a mode of educational research which speaks both of and to the teacher we require more study of the lives of teachers. This book provides a vital insight into the ways in which teachers' bakgrounds and career histories affect their teaching methods and approaches. Many issues are covered ranging from the question of teacher drop-out to the importance of teacher socialisation. The studies employ a range of different methodologies allowing the reader to assess their varying strengths and weaknesses, but throughout they reaffirm the centrality of the teacher in educational research.
Ivor F.Goodson is Professor of Education at the University of Western Ontario. He also runs the Research Unit on Classroom Learning and Computer Use in Schools (RUCCUS) where he is directing a range of projects pursuing his longstanding interest in curriculum and culture. He is currently a Visiting Professor at King's College London and is about to take up a position as Warner Visiting Professor at the University of Rochester. He is the author of School Subjects and Curriculum Change (1987), The Making of Curriculum (1988) and with Rob Walker of Biography Identity and Schooling (1991). He is the founding editor of the Journal of Education Policy and a national editor of Qualitative Studies in Education
Inhaltsangabe
List of Figres and Tables Notes on Contributors 1. Studying Teachers' Lives: An Emergent Field of Enquiry Ivor F. Goodson 2. Developing a Radical Pedagogy: Autobiography of a New Zealand Sociologist of Women's Education Sue Middleton 3. Collaborative Autobiography and the Teachers' Voice Richard Butt, Danielle Raymond, G. McCue and L. Yamagishi 4. Models for Understanding Pre-Service and Beginning Teachers' Biographies: Illustrations From Case Studies J. Gary Knowles 5. School Improvement and Educator Personality: Stages, Types, Traits or Processes? Louis M. Smith, Paul Kleine, John J. Prunty and David C. Dwyer 6. Using Oral Case Histories to Reconstruct the Experiences of Women Teachers in Vermont 1900-50 Margaret Nelson 7. Why do Progressive Women Activists Leave Teaching? Theory, Methodology in Life History Lynda Measor and Patricia Sikes 9. Studying Teachers' Lives: Problems and Possibilities Ivor F. Goodson Index
List of Figres and Tables Notes on Contributors 1. Studying Teachers' Lives: An Emergent Field of Enquiry Ivor F. Goodson 2. Developing a Radical Pedagogy: Autobiography of a New Zealand Sociologist of Women's Education Sue Middleton 3. Collaborative Autobiography and the Teachers' Voice Richard Butt, Danielle Raymond, G. McCue and L. Yamagishi 4. Models for Understanding Pre-Service and Beginning Teachers' Biographies: Illustrations From Case Studies J. Gary Knowles 5. School Improvement and Educator Personality: Stages, Types, Traits or Processes? Louis M. Smith, Paul Kleine, John J. Prunty and David C. Dwyer 6. Using Oral Case Histories to Reconstruct the Experiences of Women Teachers in Vermont 1900-50 Margaret Nelson 7. Why do Progressive Women Activists Leave Teaching? Theory, Methodology in Life History Lynda Measor and Patricia Sikes 9. Studying Teachers' Lives: Problems and Possibilities Ivor F. Goodson Index
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