Originally published in 1983. A broad examination of the ways in which teachers gain and use knowledge about their work is presented in this book. At the time, within curriculum studies, there was a developing greater understanding of the major role that teachers play in the implementation of materials within the classroom - as autonomous agents holding, using and creating knowledge of particular kinds which informs all of their work. This book presents a case study using retrospective interviews with a high school English teacher. Through analysis of this series of interviews, this study describes and outlines the structure of the knowledge she uses and the views she has of her concerns.
Foreword Part 1: Studying Practical Knowledge 1. Introduction 2. The Teacher's Experiential World Part 2: The Content of Practical Knowledge 3. Knowledge of Self and Milieu 4. Subject Matter Knowledge 5. Knowledge of Curriculum and Instruction Part 3: How Practical Knowledge is Held and Used 6. The Orientations of Practical Knowledge 7. The Structure of Practical Knowledge 8. Cognitive Style: Practical Knowledge in Use 9. Reflections on Method: The Participants' Practical Knowledge
Reissuing works originally published between 1971 and 1994, this collection includes books which offer a broad spectrum of views on curriculum, both within individual schools and the wider issues around curriculum development, reform and implementation. Some cover the debate surrounding the establishment of the national curriculum in the UK while others are a more international in scope. Many of these books go beyond theory to discuss practical issues of real curriculum changes at primary or secondary level. The Set includes books on cross-curricular topics such as citizenship and environment, and also guidance, careers, life skills and pastoral care in schools. A fantastic collection of education history with much still relevant today.