Pam Denicolo / M KOMPF (eds.)

Teacher Thinking & Professional Action

Herausgeber: Denicolo; Kompf, Michael

• Gebundenes Buch

Produktbeschreibung

Over the past twenty years, the International Study Association on Teachers and Teaching (ISATT), has become world renowned as an organization dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. Teacher Thinking and Professional Action aims to satisfy the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. The book contains nineteen articles, each an in-depth examination of its topic, and is divided into four sections, entitled: - Conceptual Frames for Teacher Thought and Action - Methods and Approaches to the Study of Teacher Though and Action - Teacher Judgment and Evaluation of Students - Teacher Thinking and Teacher Education Broad in theme, international in scope and thorough in detail, this book is sure to be essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

Produktdetails

• Verlag: CRC Press
• Seitenzahl: 280
• Erscheinungstermin: 23. Juni 2005
• Englisch
• Abmessung: 235mm x 161mm x 21mm
• Gewicht: 562g
• ISBN-13: 9780415362238
• ISBN-10: 0415362237
• Artikelnr.: 21228855

Autorenporträt

Pam M. Denicolo is Director of the Graduate School for Social Sciences at the University of Reading, UK. Michael Kompf is a Professor in the Faculty of Education at Brock University, Canada.

Inhaltsangabe

Part 1. Conceptual Frames for Teacher Thought and Action 1. The Place of
Process-product Research in Developing the Agenda for Research on Teacher
Thinking 2. Perspectives on the Teaching Profession or Relative Appraisal
3. The 'Collective Student as the Cognitive Reference Point of
Teachers?EUR? Thinking about their Students in the Classroom 4. A Contrast
of Novice and Expert Competence in Math Lessons Part 2.Methods and
Approaches to the Study of Teacher Thought and Action 5. Strategies and
Methods in Research on Teacher Thinking 6. The Ground of Professional
Practice 7. Case Study in Research on Teaching:A ground for reflective
practice 8. Teachers?EUR? Personal and Professional Ideals about Practice
9. Computer Simulation as a Tool in Studying Teachers?EUR?
CognitiveActivities During Error Diagnosis in Arithmetic Part 3. Teacher
Judgment and Evaluation of Students 10. Goal Dependent Perception in
Relations between Teachers and Students 11. Grading as a Quasi-rational
Judgment Process 12. Analyzing Teachers?EUR? Thoughts Prior to Student
Assessment13. Teachers?EUR? Causal Attributions in Problematic Situations
14. Teachers?EUR? Need for Pupil Information in Special Education Part
4.Teacher Thinking and Teacher Education 15. Asking the Right Questions
about Teacher Preparation: Contributionsof research on teacher thinking 16.
Using Textbooks and Teachers?EUR? Guides: What beginning elementary
teachers learn and what they need to know 17. Supervision Conferences and
Student Teachers?EUR? Thinking and Behaviour18. Examining Complexity of
Thought in Secondary Student Teachers 19. Knowing, Thinking and Doing in
Learning to Teach:A research framework and some initial results