By Christopher Day, Maureen Pope, Pam Denicolo
A set of unique study carried out through students from Europe and North the United States. The papers ponder the evolution of analysis on lecturers' considering, the character wisdom, and philosophical and ethical dimensions of lecturers' considering.
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Extra info for Insights Into Teachers' Thinking And Practice
The next section will deal with ‘story’ as a way of realizing our work. Story The set of questions which the notion of ‘story’ allows us to address involves the modes of existence of the discourse of teacher thinking research. To repeat, how do we carry out our work, in what theoretical and material forms do we present our ‘findings’, how does our research exist in the world and what difference does it make? More and more often, researchers seem to be telling stories about teaching. Lampert (1985) tells us, ‘Conflicts in the way teachers view themselves and their work will only emerge as they present themselves in the stories they tell about their work to different people and in different settings’; she goes on to illustrate her point with stories from her own teaching and that of a colleague.
Educating Teachers: Changing the Nature of Pedagogical Knowledge, Lewes, Falmer Press. YINGER, R. (1987) ‘Learning the language of practice’, Curriculum Inquiry, 17, 3, pp. 293– 318. * Margaret Buchmann What sophisticated ways of looking at people learning can we initiate intending teachers into? (Wilson, 1975) In much of research on teacher thinking, teachers’ decisions and processes of arriving at them, have been central concerns. Thinking, however, must be construed more broadly than decision-making; it includes a variety of processes, such as imagining, remembering, interpreting, judging, caring and feeling.
The framing was meant to respect the space, her, and her gestures within it. This simplicity of approach is a quality for which we should strive in our work, I suggest, because it may make it easier to see the work of teaching, and the teacher as subject, in their own terms. I want to suggest, then, that we turn our attention away from artificially drawn distinctions between the expert and the novice, the ordinary teacher and the master, and look rather at the ordinary stories of ordinary teachers.
Insights Into Teachers' Thinking And Practice by Christopher Day, Maureen Pope, Pam Denicolo