A01=Gunnar Handal
A01=Sveinung Vaage
Author_Gunnar Handal
Author_Sveinung Vaage
biographical research in education
Category=JN
Category=JNMT
Category=JNT
change
collaborative learning processes
conceptual
Curriculum Makers
Curriculum Unit
development
education
educational psychology
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Feedback
Follow
Instructional Behaviour
instructional decision making
Kindergarten Teacher Training
Maria De Fatima
Mutual Construction
Physics Teaching
practice
Preferential Pedagogical Practices
Primary School Teacher
Professional Development
prospective
Prospective Teachers
Pupil Welfare
qualitative research methods
reflective
Reflective Practice
reflective teaching research studies
Socially Reproductive
Stimulated Recall
Stimulated Recall Interviews
Stimulated Recall Procedure
student
Student Teacher
Subjective Educational Theory
Swedish Compulsory School
teacher cognition
Teacher Team
Teacher Thinking
team
thinking
Wo
Product details
- ISBN 9780750704304
- Weight: 612g
- Dimensions: 156 x 234mm
- Publication Date: 23 Dec 1994
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
Secure
checkout
Fast Shipping
Easy returns
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.
Ingrid Carlgren, Gunnar Handal, Sveinung Vaage
