ABSTRACT

Pressure is increasing on all those involved in education, from teachers to policy-makers, to transform schools as organisations, while continuing to implement effective new approaches to teaching and learning. The demand is not only to reach attained targets, but also to be accountable for teaching methods.
Developing Teachers and Teaching Practice brings together a selection of papers given at the ninth conference of the International Study Association of Teachers and Teaching (ISATT). The collection takes as a central theme the issue of education as a key concern within the international rhetoric of globalisation. The book offers insights in to the nature of teaching and learning, including the key new research area of emotions. It then goes on to explore the nature of teacher learning before looking at the impact of major policy initiatives on the work of teachers internationally.
Developing Teachers and Teaching Practice contains contributions from some of the best-known academics in the field, and will be of great interest to teacher educators and educational researchers around the world.

part |2 pages

Section 1 Changing understandings

chapter 1|23 pages

Teaching in a box

Emotional geographies of teaching

chapter 3|17 pages

Educational research and teacher development

From ivory tower to tower of Babel

chapter 4|15 pages

Navigating through pedagogical practice

Teachers’ epistemological stance towards pupils

part |2 pages

Section 2 Sites and sources

chapter 6|21 pages

Sites and sources of teachers’ learning

Complicating questions of what teachers need to know and how they learn it

chapter 7|14 pages

Professional development as ‘interference’?

Insights from the Reading Recovery in-service course

chapter 8|16 pages

School portfolio development

A way to access teacher knowledge

part |2 pages

Section 3 Reform and renewal

chapter 11|18 pages

How do we do it?

Global rhetoric and the realities of teaching and learning in the developing world

chapter 12|17 pages

Between professional autonomy and bureaucratic accountability

The self-managing school within a Norwegian context

chapter 13|18 pages

A critical first step in learning to teach

Confronting the power and tenacity of student teachers’ beliefs and preconceptions

chapter 14|11 pages

Shared and subjective in curriculum making

Lessons from Finnish teachers