Teachers' Minds And Actions
Research On Teachers' Thinking And Practice
Nonfiction, Reference & Language, Education & Teaching
| Author: | Gunnar Handal, Sveinung Vaage | ISBN: | 9781135718282 |
| Publisher: | Taylor and Francis | Publication: | July 19, 2005 |
| Imprint: | Routledge | Language: | English |
| Author: | Gunnar Handal, Sveinung Vaage |
| ISBN: | 9781135718282 |
| Publisher: | Taylor and Francis |
| Publication: | July 19, 2005 |
| Imprint: | Routledge |
| Language: | English |
Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this text contains a collection of original research conducted by scholars from Europe, North America, Israel and Hong Kong, and provides an overview of the current status of international research on teacher thinking.; The contributors write from different perspectives - some analytical, some philosophical and some contextual - on the way teachers think and act. The intention of the book is not to characterise critically the established traditions or any of its researchers, but to study teacher-thinking research in context, analysing research objectives and enquiring into what lies behind the traditions. The result is a picture of an unpredictable but exciting and interesting future in developments in teacher-thinking research.
Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this text contains a collection of original research conducted by scholars from Europe, North America, Israel and Hong Kong, and provides an overview of the current status of international research on teacher thinking.; The contributors write from different perspectives - some analytical, some philosophical and some contextual - on the way teachers think and act. The intention of the book is not to characterise critically the established traditions or any of its researchers, but to study teacher-thinking research in context, analysing research objectives and enquiring into what lies behind the traditions. The result is a picture of an unpredictable but exciting and interesting future in developments in teacher-thinking research.
