Teachers' Minds And Actions

Research On Teachers' Thinking And Practice

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Teachers' Minds And Actions by Gunnar Handal, Sveinung Vaage, Taylor and Francis
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Author: Gunnar Handal, Sveinung Vaage ISBN: 9781135718282
Publisher: Taylor and Francis Publication: July 19, 2005
Imprint: Routledge Language: English
Author: Gunnar Handal, Sveinung Vaage
ISBN: 9781135718282
Publisher: Taylor and Francis
Publication: July 19, 2005
Imprint: Routledge
Language: English

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.

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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.

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