Teachers' Minds And Actions: Research On

Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this text contains a collection of original research conducted by scholars from Europe, North America, Israel and Hong Kong, and provides an overview of the current status of international research on teacher thinking.; The contributors write from different perspectives - some analytical, some philosophical and some contextual - on the way teachers think and act. The intention of the book is not to characterise critically the established traditions or any of its researchers, but to study teacher-thinking research in context, analysing research objectives and enquiring into what lies behind the traditions. The result is a picture of an unpredictable but exciting and interesting future in developments in teacher-thinking research.

List of Tables and Figures
Introduction	p. 1
General Theoretical and Philosophical Perspectives	p. 7
Research on Teacher Thinking and Different Views of Reflective Practice in Teaching and Teacher Education	p. 9
On the Structure of Teachers' Awareness	p. 28
Teachers as Collaborative Thinkers: Activity-theoretical Study of an Innovative Teacher Team	p. 43
The Creativity of Action: Pragmatism and the Critique of the Rational Action Model	p. 62
Research Issues	p. 75
The Use of Language Data in the Study of Teachers' Knowledge	p. 77
Biographical Methods in the Study of Teachers' Professional Development	p. 93
Ethical Concerns in Teacher-thinking Research	p. 109
Teacher Thinking and Didactics: Prescriptive, Rationalistic and Reflective Approaches	p. 125
Teachers' Thinking and Action	p. 137
Focusing Teacher Consciousness: What Do Teachers Direct Their Consciousness towards During Their Teaching?	p. 139
Studying Teachers' Thinking About Instruction: Issues Related to Analysis of Metaphoric Language	p. 150
Concerning the Difference Between Intention and Action: Teachers' Conceptions and Actions in Physics Teaching	p. 165
Teachers' Creativity Styles and Pedagogical Practices	p. 181
Development of Teachers' Knowledge and Practice	p. 197
Models of Two Professional Cultures: Teacher Training for Kindergartens and Primary Schools	p. 201
Learning to Teach: Some Theoretical Propositions	p. 215
Teachers' Professional Development as a Process of Conceptual Change	p. 232
Making Sense of the Curriculum: Experienced Teachers as Curriculum Makers and Implementers	p. 247
Professional Isolation and Imposed Collaboration in Teachers' Work	p. 260
Appendix	p. 272
Index	p. 275
Table of Contents provided by Blackwell. All Rights Reserved.

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Teachers' Minds And Actions: Research On Teachers' Thinking And Practice

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