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Over the past twenty years the International Study Association on
Teachers and Teaching (ISATT) has become world-renowned as an
organisation 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. This book satisfies 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. Containing nineteen articles, each an
in-depth examination of the topic, it is divided into four
sections: 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 detailed this
book is essential and enlightening reading for anyone with a
serious interest in the ongoing development of educational thought.
The papers from the first two International Study Association on
Teachers and Teaching conferences are presented in this title as
book chapters. Each paper has historical value, marking as they do,
both a change in topic focus and a revolution in research practice.
They also have a practical value in that they provide a large
reference source for, and a wide range of examples of, both topics
and methods of research. Value for the future can be found in the
texts that note lacunae in research and unresolved issues. Further,
since the chapters derive from research conducted in a variety of
national contexts, revealing some evidence of common constraints
and opportunities impinging on education at the time, questions are
stimulated about what has changed and what has stayed the same in
the interim.
Written by members of the International Study Association on
Teachers and Teaching, the papers in this volume were presented at
an international teaching conference on the issues of theory and
practice. Using these contributions from experienced researchers,
most of whom are practising teachers, this single volume is
international in scope and context, demonstrating differences and
similarities between and within countries. This detailed book is
clearly split into five sections focusing on the following themes:
* teacher education - professional identity, professional research,
and quality of teacher education * teacher practice - basic values,
ethics, and cultural scaffolding * higher education - academic
motivation, discourse dissonance concerning intellectual property,
self studies of teacher education practice * teacher development -
the challenge to be the best teacher, the link between policy and
practice, personal theory and practice in tertiary development *
research and theory - reflective practice, shared democratic
values, teachers as researchers.
First Published in 1996. Arising from the 7th International Study
Association on Teacher Thinking (ISATT) conference in 1995, this
book presents a diverse, yet integrated, approach to understanding
how research and practice in classrooms are changing.
The papers from the first two International Study Association on
Teachers and Teaching conferences are presented in this title as
book chapters. Each paper has historical value, marking as they do,
both a change in topic focus and a revolution in research practice.
They also have a practical value in that they provide a large
reference source for, and a wide range of examples of, both topics
and methods of research. Value for the future can be found in the
texts that note lacunae in research and unresolved issues. Further,
since the chapters derive from research conducted in a variety of
national contexts, revealing some evidence of common constraints
and opportunities impinging on education at the time, questions are
stimulated about what has changed and what has stayed the same in
the interim.
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.
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