Released on 1992-01-01Categories Education

Teacher Personal Theorizing

Teacher Personal Theorizing

Author: Gail MacCutcheon

Publisher: SUNY Press

ISBN: 0791411257

Category: Education

Page: 344

View: 513

This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
Released on 1992-09-09Categories Education

Teacher Personal Theorizing

Teacher Personal Theorizing

Author: E. Wayne Ross

Publisher: SUNY Press

ISBN: 0791411265

Category: Education

Page: 344

View: 684

This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
Released on 2014-08-21Categories Education

International Handbook of Research on Teachers’ Beliefs

International Handbook of Research on Teachers’ Beliefs

Author: Helenrose Fives

Publisher: Routledge

ISBN: 9781136265839

Category: Education

Page: 502

View: 103

Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Released on 2010-01-15Categories Foreign Language Study

Practicing Theory in Second Language Writing

Practicing Theory in Second Language Writing

Author: Tony Silva

Publisher: Parlor Press LLC

ISBN: 9781602351400

Category: Foreign Language Study

Page: 331

View: 819

Theory has been used widely in the field of second language writing. Second language writing specialists—teachers, researchers, and administrators—have yet to have an open and sustained conversation about what theory is, how it works, and, more important, how to practice theory. Practicing Theory in Second Language Writing features fourteen essays by distinguished scholars in second language writing who explore various aspects of theoretical work that goes on in the field.
Released on 2008Categories Education

Learning the Literacy Practices of Graduate School

Learning the Literacy Practices of Graduate School

Author: Christine Pearson Casanave

Publisher: University of Michigan Press ELT

ISBN: STANFORD:36105131765443

Category: Education

Page: 284

View: 622

Attending graduate school presents a wide variety of challenges to both American and international students at U.S. universities. Learning the Literacy Practices of Graduate School explores many of those challenges in depth, addressing the textual features and conventions that characterize and underlie the advanced literacy practices at graduate school and examining the unwritten rules and expectations of participation and interpersonal relationships between advisors and advisees and among peers. It also delves into the impact of enculturation and interaction on student and faculty identity. Many disciplines are covered, including those related to second and foreign language learners. This volume brings to light the textual, social, and political dimensions of graduate study that tend not to be spoken or written about elsewhere. Learning the Literacy Practices of Graduate School is an inspirational resource book for graduate students and those serving as mentors for graduate students. It is indispensable for faculty members and advisors who are teaching classes that introduce students to graduate study.
Released on 1996Categories Education

Teachers Doing Research

Teachers Doing Research

Author: Gail E. Burnaford

Publisher: Routledge

ISBN: MINN:31951P00274422D

Category: Education

Page: 201

View: 874

Teachers are often reluctant to change their practices in response to each new staff development workshop that appears on the horizon. What then compels a teacher to explore teaching and learning in his or her own classroom and then implement change that affects the life of that classroom? What is the nature of the collaborative process that can engender teacher research leading to subsequent change? How can educational leaders facilitate this process? These are central questions addressed in Teachers Doing Research. The process and application of developing, implementing, and evaluating teacher action research in collaborative group settings is explored. A practical approach to doing teacher research -- including descriptive analysis of initiating the inquiry, gathering data, analyzing results, and evaluating the project -- is set within the larger context of qualitative research, and draws on the research and literature of teacher as researcher coupled with that on staff development in school and university settings. In this text: * chapters providing the conceptual framework and process descriptions are interwoven with nine teacher researchers' narratives of their classroom research in a variety of grade levels and school contexts; * concrete connections are made to curriculum development approaches and instructional decision making; * the important role that students may play in classroom inquiry is recognized, with numerous examples given of how young people can be co-researchers to enhance their own learning; and * "Practical Possibilities" sections provide activities, questions, and writing opportunities designed to contribute to teachers' professional development.
Released on 2008Categories Education

Imagining a Renaissance in Teacher Education

Imagining a Renaissance in Teacher Education

Author: Cheryl J. Craig

Publisher: R & L Education

ISBN: UOM:39015073908736

Category: Education

Page: 464

View: 768

Imagining a Renaissance Teacher in Education encompasses a wide swath of topics ranging from the need to discuss the psychic rewards ofteaching and adding care to the vision of education to the revamping of particular courses and apprising student teachers of their legal rights before placing them in schools. With chapters written by internationally acclaimed teacher educators and with the voices of teachers, children, and principals are threaded throughtout, this book offers principles of teacher education practice that have been gleaned over time from an international meta-analysis.