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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.
This text reports a study of 20 student primary teachers, 10 on a
conventional PGCE course and 10 on a school-based articled teacher
training course. By documenting their learning experiences over a
two year period, the authors explore the factors that facilitate or
impede the students' learning as teachers. In drawing upon these
case studies together with existing theoretical models of
professional development, the authors distinguish several key
characteristics of learning to teach and discuss the implications
of these for the design of effective school-based teacher education
courses.
This text reports a study of 20 student primary teachers, 10 on a
conventional PGCE course and 10 on a school-based articled teacher
training course. By documenting their learning experiences over a
two year period, the authors explore the factors that facilitate or
impede the students' learning as teachers. In drawing upon these
case studies together with existing theoretical models of
professional development, the authors distinguish several key
characteristics of learning to teach and discuss the implications
of these for the design of effective school-based teacher education
courses.
Reflection has become widely recognized as a crucial element in the
professional growth of teachers. Terms such as "reflective
teaching" "enquiry-orientated teacher education", "teachers as
researchers" and "reflective practitioner" have become quite
prolific in discussions of classroom practice and professional
development. It is frequently presumed that reflection is an
intrinsically good and desirable aspect of teaching and teacher
education and that teachers, in becoming more reflective, will in
some sense be better teachers, though such claims have been rarely
subject to detailed scrutiny. Each of the chapters in this book is
concerned with exploring the concept of reflection and considering
its contributions to teacher education. The papers range across
different stages of professional development, some focusing in
particular on pre-service education, others on in-service or
professional development generally. Some of the papers are
concerned with particular strategies for promoting reflection and
how they might operate in a teacher education context, others dwell
more upon a theoretical appreciation of how reflection facilitates
in the processes of professional development,
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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