Presents selections from papers from the third biennial ISATT Conference in 1986.
Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners.
This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections:
- conceptual frames for teacher thought and action
- methods and approaches to the study of teacher though and action
- teacher judgment and evaluation of students
- teacher thinking and teacher education.
Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.
Part
1. Conceptual Frames for Teacher Thought and Action
1. The Place of
Process-product Research in Developing the Agenda for Research on Teacher
Thinking
2. Perspectives on the Teaching Profession or Relative Appraisal
3.
The 'Collective Student as the Cognitive Reference Point of Teachers??
Thinking about their Students in the Classroom
4. A Contrast of Novice and
Expert Competence in Math Lessons Part 2.Methods and Approaches to the Study
of Teacher Thought and Action
5. Strategies and Methods in Research on
Teacher Thinking
6. The Ground of Professional Practice
7. Case Study in
Research on Teaching:A ground for reflective practice
8. Teachers?? Personal
and Professional Ideals about Practice
9. Computer Simulation as a Tool in
Studying Teachers?? CognitiveActivities During Error Diagnosis in Arithmetic
Part
3. Teacher Judgment and Evaluation of Students
10. Goal Dependent
Perception in Relations between Teachers and Students
11. Grading as a
Quasi-rational Judgment Process
12. Analyzing Teachers?? Thoughts Prior to
Student Assessment13. Teachers?? Causal Attributions in Problematic
Situations
14. Teachers?? Need for Pupil Information in Special Education
Part 4.Teacher Thinking and Teacher Education
15. Asking the Right Questions
about Teacher Preparation: Contributionsof research on teacher thinking
16.
Using Textbooks and Teachers?? Guides: What beginning elementary teachers
learn and what they need to know
17. Supervision Conferences and Student
Teachers?? Thinking and Behaviour18. Examining Complexity of Thought in
Secondary Student Teachers
19. Knowing, Thinking and Doing in Learning to
Teach:A research framework and some initial results
Pam M. Denicolo is Director of the Graduate School for Social Sciences at the University of Reading, UK.
Michael Kompf is a Professor in the Faculty of Education at Brock University, Canada.
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