Developing Teachers and Teaching Practice: International Research Perspectives.

Sonst. Personen	Sugrue, Ciaran (Hrsg.); Day, Christopher (Hrsg.)
Titel	Developing Teachers and Teaching Practice: International Research Perspectives.
Quelle	(2002), (262 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-26254-2
Schlagwörter	Accountability; Curriculum Development; Educational Change; Educational Research; Elementary Secondary Education; Epistemology; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Knowledge Base for Teaching; Portfolio Assessment; Preservice Teacher Education; Professional Autonomy; Student Teacher Attitudes; Teacher Competencies; Teacher Evaluation; Teacher Knowledge; Finland; Norway; Spain + Suchen Sie Ihr Suchwort? Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Portfoliobeurteilung; Lehramtsstudiengang; Lehrerausbildung; Berufsfreiheit; Lehrkunst; Teacher appraisal; Lehrerbeurteilung; Finnland; Norwegen; Spanien
Abstract	This volume presents a selection of the 200 papers given at the 1999 biennial conference of the International Study Association on Teachers and Teaching. The theme of the conference was "Teachers and Teaching: Revisioning Policy and Practice for the Twenty-First Century." The 15 papers are: (1) "Teaching in a Box: Emotional Geographies of Teaching" (Andy Hargreaves); (2) "An Investigation into the Pedagogical Identity of the Teacher" (Han A. Leeferink and Cees A. Klaassen); (3) "Educational Research and Teacher Development: From Ivory Tower to Tower of Babel" (Jonathan Neufeld and Michael Kompf); (4) "Navigating through Pedagogical Practice: Teachers' Epistemological Stance Towards Pupils" (Jukka Husu); (5) "Teaching and Learning in the New Millennium" (Peter Woods); (6) "Sites and Sources of Teachers' Learning" (Milbrey W. McLaughlin); (7) "Professional Development as 'Interference'? Insights from the Reading Recovery In-Service Course" (Jane Ashdown); (8) "School Portfolio Development: A Way to Assess Teacher Knowledge" (Cheryl J. Craig); (9) "Understanding and Articulating Teacher Knowledge" (John Loughran); (10) "Examining Teachers' Interactive Cognitions using Insights from Research on Teachers' Practical Knowledge" (Paulien Meijer, Douwe Beijaard, and Nico Verloop); (11) "How Do We Do It? Global Rhetoric and the Realities of Teaching and Learning in the Developing World" (Beatrice Avalos); (12) "Between Professional Autonomy and Bureaucratic Accountability: The Self-Managing School within a Norwegian Context" (Jorunn Moller); (13) "A Critical First Step in Learning to Teach: Confronting the Power and Tenacity of Student Teachers' Beliefs and Preconceptions" (Ruth Ethell and Marilynn McMeniman); (14) "Shared and Subjective in Curriculum Making: Lessons from Finnish Teachers" (Tapio Kosunen and Iyrki Huusko); and (15) "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). (Papers contain references.) (SM)
Anmerkungen	RoutledgeFalmer, 29 West 35th Street, New York, NY 10001-2200 ($95). Tel: 212-216-7800; Fax: 212-643-1430; Web site: http://www.routledge-ny.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC