Full Description
Pressure is increasing on all those involved in education, from teachers to policy-makers, to transform schools as organisations, while continuing to implement effective new approaches to teaching and learning. The demand is not only to reach attained targets, but also to be accountable for teaching methods.
Developing Teachers and Teaching Practice brings together a selection of papers given at the ninth conference of the International Study Association of Teachers and Teaching (ISATT). The collection takes as a central theme the issue of education as a key concern within the international rhetoric of globalisation. The book offers insights in to the nature of teaching and learning, including the key new research area of emotions. It then goes on to explore the nature of teacher learning before looking at the impact of major policy initiatives on the work of teachers internationally.
Developing Teachers and Teaching Practice contains contributions from some of the best-known academics in the field, and will be of great interest to teacher educators and educational researchers around the world.
Contents
1. Emotional Geographies of Teaching Andy Hargreaves 2. I Didn't Hire a Robot: An Investigation into the Pedagogical Identity of Teachers Han Leeferink and Cees Klaassen 3. Representations of Educator Knowledge: From Ivory Tower to Tower of Babel Jonathan Neufeld and Michael Kompf 4. How Teachers Know and Know About Others Jukka Husu 5. Reconstructing Progressivism Peter Woods 6. Sites and Sources of Teachers' Learning Milbrey McLaughlin 7. Professional Development as 'Interference'? Insights from the Reading Recovery Inservice Course Jane Ashdown 8. School Portfolio Development: A Way to Access Teacher Knowledge Cheryl Craig 9. Understanding and Articulating Teacher Knowledge John Laughran 10. Examining Teachers' Interactive Cognitions Using Insights from Research on Teachers Practical Knowledge Paulien Meijer, Douwe Beijaard and Nico Verloop 11. Global Rhetoric and the Realities of Teaching and Learning in the Developing World Beatrice Avalos 12. The Self-Managing School Within a Norwegian Context: Between Professional Autonomy and Bureaucratic Accountability Jorunn Moller 13. A Critical First Step in Learning to Teach: Confronting the Power and Tenacity of Student Teachers' Beliefs and Preconceptions Ruth Ethell 14. Shared and Subjective in Curriculum Making: Lessons We Learn from Finnish Teachers Tapio Kosunen and Jyrki Huusko 15. Crossing Reforms with Innovations: A Case Study on the Relationship Between the Innovative Process of a Secondary School and the Reform of the Spanish National Curriculum Juana Maria Sancho and Fernando Hernandez
