Teacher Thinking Twenty Years on: Revisiting persisting problems and advances in education, 1st Edition (Hardback) book cover

Teacher Thinking Twenty Years on

Revisiting persisting problems and advances in education, 1st Edition

Edited by Pam M. Denicolo, Michael Kompf

Taylor & Francis

380 pages

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Hardback: 9789026519543
pub: 2003-01-01
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The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for, and a wide range of examples of, both topics and methods of research. Value for the future can be found in the texts that note lacunae in research and unresolved issues. Further, since the chapters derive from research conducted in a variety of national contexts, revealing some evidence of common constraints and opportunities impinging on education at the time, questions are stimulated about what has changed and what has stayed the same in the interim.

Table of Contents



Section A Teacher Thinking: Practical Theories

Chapter 1 Teachers’ Teaching Criteria

Rob Halkes and Rien Deijkers

Chapter 2 Professional Literacy, Resourcefulness and What Makes

Teaching Interesting

Alan F. Brown

Chapter 3 Teachers’ Instructional Quality and Their Explanation of

Students’ Understanding

Rainer Bromme and Gudrun Dobslaw

Chapter 4 How Do Teachers Think About Their Craft?

Sally Brown and Donald McIntyre

Chapter 5 Information Technology and Teacher Routines: Learning From

the Microcomputer

John K. Olson

Chapter 6 Planning and Thinking in Junior School Writing Lessons:

An Exploratory Study

James Calderhead

Chapter 7 Categories in Teacher Planning

Harm Tillema

Chapter 8 Teachers’ Thinking − Intentions and Practice: An Action Research


Christopher Day

Chapter 9 What makes Teachers Tick? Considering the Routines of Teaching

John K. Olson

Section B Personal Beliefs: Self as Teacher

Chapter 10 Teachers’ Epistemology and Practice

Maureen L. Pope and Eileen M. Scott

Chapter 11 Teacher Thinking and Teacher Routines: A Bifurcation?

Joost Lowyck

Chapter 12 An Attempt to Study the Process of Learning To Teach From an

Integrative Viewpoint

Jan Broeckmans

Chapter 13 Describing Teachers’ Conceptions of Their Professional World

Staffan Larsson

Chapter 14 What is ‘Personal’ in Studies of the Personal

D. Jean Clandinin and F. Michael Connelly

Chapter 15 Personal Practical Knowledge At Bay Street School: Ritual, Personal

Philosophy and Image

F. Michael Connelly and D. Jean Clandinin

Chapter 16 Self-Evaluation: A Critical Component in the Developing Teaching


Miriam Ben-Peretz and Lya Kremer-Hayon

Chapter 17 Teachers’ Beliefs and Classroom Behaviours: Some Teacher

Responses to Inconsistency

B. Robert Tabachnick and Kenneth M. Zeichner

Chapter 18 Role Over Person: Legitimacy and Authenticity in Teaching

Margaret Buchmann

Chapter 19 Forming Judgements in the Classroom: How do Teachers Develop

Expectations of Their Pupils’ Performances?

H. Manfred Hofer

Chapter 20 Conflicts in Conciousness: Imperative Cognitions Can Lead to

Knots in thinking

Angelika C. Wagner

Section C Teacher and Teaching: Theories and Practice

Chapter 21 Ten Years of Conceptual Development in Research on Teacher


Christopher M. Clark

Chapter 22 Kelly’s Theory of Personal Constructs as a Paradigm for

Investigating Teacher Thinking

Miriam Ben-Peretz

Chapter 23 The Use of Concept Mapping in the Study of Teachers’

Knowledge Structures

F. Elbaz R. Hoz, Y. Tomer, R. Chayot, S. Mahler and N. Yeheskel

Chapter 24 A Cognitive Model of Behaviour and Learning as a Heuristic

Method of Theory-Based Teacher Training

Hartmut Thiele

Chapter 25 How to Change What Teachers Think About Teachers:

Affirmative Action in Promotion Decisions

Alan F. Brown

Chapter 26 Arguments for Using Biography in Understanding Teacher Thinking

Richard Butt

Chapter 27 Access to Teacher Cognitions: Problems of Assessment and Analysis

Günther L. Huber and Heinz Mandl

Chapter 28 On the Limitations of the Theory Metaphor for the Study of

Teachers’ expert Knowledge

Rainer Bromme

Chapter 29 Post-Interactive Reflections of Teachers: A Critical Appraisal

Joost Lowyck

Chapter 30 Teachers and their Educational Situations They are Concerned

About: Preliminary Research Findings

Jan R.M. Gerris, Vincent A.M. Peters, and Theo C.M. Bergen




Subject Categories

BISAC Subject Codes/Headings:
BUSINESS & ECONOMICS / Management Science