Teacher Development

Exploring Our Own Practice
First Edition
Janet M Soler
Anna Craft
Hilary Burgess
Developing Practice in Primary Education Series
Teacher Development
January 2001 | 192 pages | Sage UK
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Description

This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge.

Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.

These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to

using reflective practice in professional development; the teacher as researcher.

This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.

Contents

PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICE

  • Pedagogy and Culture
  • A Perspective in Search of a Method
  • Basic, Cores and Choices
  • Modernising the Primary Curriculum
  • Primary Practice in Historical Context
  • Continuing Professional Development
  • Nurturing the Expert within
  • Horses for Courses or Courses for Horses
  • What Is Effective Teacher Development?

PART TWO: FACILITATING PROFESSIONAL DEVELOPMENT

  • Reflections on Reflective Teaching
  • Discovering Our Professional Knowledge as Teachers
  • Critical Dialogues about Learning from Experience
  • Critical Phases and Incidents

PART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENT

  • Why Are Class Teachers Reluctant to Become Researchers?
  • A Teacher's Response to 'Reflection-in-Action'
  • Networks That Alter Teaching
  • Conceptualizations, Exchanges and Experiments
  • Autobiographical Research and the Emergence of the Fictive Voice
  • Arguing for Your Self
  • Identity as an Organising Principle in Teachers' Jobs and Lives

Description

This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge.

Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.

These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to

using reflective practice in professional development; the teacher as researcher.

This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.

Contents

PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICE

  • Pedagogy and Culture
  • A Perspective in Search of a Method
  • Basic, Cores and Choices
  • Modernising the Primary Curriculum
  • Primary Practice in Historical Context
  • Continuing Professional Development
  • Nurturing the Expert within
  • Horses for Courses or Courses for Horses
  • What Is Effective Teacher Development?

PART TWO: FACILITATING PROFESSIONAL DEVELOPMENT

  • Reflections on Reflective Teaching
  • Discovering Our Professional Knowledge as Teachers
  • Critical Dialogues about Learning from Experience
  • Critical Phases and Incidents

PART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENT

  • Why Are Class Teachers Reluctant to Become Researchers?
  • A Teacher's Response to 'Reflection-in-Action'
  • Networks That Alter Teaching
  • Conceptualizations, Exchanges and Experiments
  • Autobiographical Research and the Emergence of the Fictive Voice
  • Arguing for Your Self
  • Identity as an Organising Principle in Teachers' Jobs and Lives
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Teacher Development

Exploring Our Own Practice

Janet M Soler , Anna Craft , Hilary Burgess
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January 2001 | 192 pages | Sage UK

Format Published Date ISBN Price

This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge.

Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.

These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to

using reflective practice in professional development; the teacher as researcher.

This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.


Table Of Contents:

  • PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICE
  • Pedagogy and Culture
  • A Perspective in Search of a Method
  • Basic, Cores and Choices
  • Modernising the Primary Curriculum
  • Primary Practice in Historical Context
  • Continuing Professional Development
  • Nurturing the Expert within
  • Horses for Courses or Courses for Horses
  • What Is Effective Teacher Development?
  • PART TWO: FACILITATING PROFESSIONAL DEVELOPMENT
  • Reflections on Reflective Teaching
  • Discovering Our Professional Knowledge as Teachers
  • Critical Dialogues about Learning from Experience
  • Critical Phases and Incidents
  • PART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENT
  • Why Are Class Teachers Reluctant to Become Researchers?
  • A Teacher's Response to 'Reflection-in-Action'
  • Networks That Alter Teaching
  • Conceptualizations, Exchanges and Experiments
  • Autobiographical Research and the Emergence of the Fictive Voice
  • Arguing for Your Self
  • Identity as an Organising Principle in Teachers' Jobs and Lives

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