Category=JNMT
Category=JNT
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Product details
- ISBN 9780807740309
- Weight: 300g
- Dimensions: 161 x 228mm
- Publication Date: 10 Mar 2001
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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What do teachers learn from talking to one another about their practice? This set of stories focuses on this important question and presents a case for how the ordinary talk among teachers is a potent medium for teacher training and professional development. Drawing from the work from eight groups of teachers in the United States and Israel who have met in conversation for the past four to five years, the contributors present descriptions of the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. Their research findings culminate in a practical model that helps guide educators in developing and supporting their own teacher conversation groups. They show how the development and support model they put forth: is teacher-centred, inexpensive and sustainable; provides frameworks to guide teacher conversations and authentic examples of professional development in action; offers opportunities for faculty and doctoral students to do low-cost, publishable research on learning to teach; and is easy to orchestrate. Contributors include Lynne Cavazos, Alison Cook-Sather, Susan Florio-Ruane, Lily Orland, Taffy E. Raphael, Frances Rust, Stephen A. Swidler, and Michal Zellermayer.
Christopher M. Clark is Director of the School of Education and professor of education at the University of Delaware.
