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.
Table of Contents
Introduction Christopher Day, James Calderhead and Pam Denicolo. Part 1 Research Issues.1. The Contribution of Research on Teachers’ Thinking to the Professional Development of Teachers James Calderhead. 2. Anticipating Teacher Thinking Maureen Pope. 3. Changing Minds: The Dissemination of Research and its Effects on Practice and Theory Michael Huberman. 4. Deconstructing Control and Consent Hugo Letiche Part 2: Exploring Teachers’ Knowledge and Beliefs. 5. Teachers’ Professional Responsibility and Development Rosa Laffitte. 6. Think You Can: The Influence of Culture on Beliefs Mary Lynn Hamilton. 7. Working Knowledge Teaching Robert Yinger, and Martha Hendricks-Lee. 8. Teachers Generating Knowledge: Constructing Practical and Theoretical Understanding from Multi-site Case Studies Bridget Somekh. Part 3 Developing Knowledge and Practice. 9. Teachers’ Stories: An Analysis of the Themes Marguerite Hansen Nelson. 10. Construing Teachers’ Personal Development: Reflections on Landmark events Through Career Mapping Michael Kompf. 11. The Identification, Development and Sharing of Professional Craft Knowledge Margaret Batten. 12.Transferring Knowledge to Classroom Teaching: Putting Knowledge into Action Hannelore Bӧrger and Harm Tillema. 13. Teachers and their Career Story: A Biographical Perspective on Professional Development Geert Kelchtermans. 14. The Importance of Learning Biography in Supporting Teacher Development: An Empirical Study Christopher Day. Notes on Contributors.Index