Research on Teacher Thinking (RLE Edu N) : Understanding Professional Development
Language: English
Published by Taylor & Francis Ltd Dez 2011, 2011
Series: Book 68 of 244 - Routledge Library Editions: Education
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Condition: New
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Neuware - 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 further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved. The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as 'best practice' for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers' thinking and actions in the 1990s.
Seller Inventory # 9780415698825
- Title
- Research on Teacher Thinking (RLE Edu N) : Understanding Professional Development
- Author
- James Calderhead
- Publisher
- Taylor & Francis Ltd Dez 2011
- Publication year
- 2011
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 0415698820
- ISBN 13
- 9780415698825
- Item weight
- 530 grams
- Dimensions
- 240x162x20 mm
- Series
- Book 68 of 244: Routledge Library Editions: Education
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 further understanding and action. The ethical questions on undertaking research on the inner lives of teachers remain unresolved.
The international team present chapters which investigate the relationship between the researcher and the researched, and the relevance and role of research in teacher development. The papers are not presented as ‘best practice’ for such definitions would be inevitably value laden. Rather, they are indications and anticipations of key areas for the development of understanding of teachers’ thinking and actions in the 1990s.
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