By I. Carlgren
According to the tenth foreign research organization on instructor considering and perform convention in Gothenburg, this article includes a selection of unique study performed by way of students from Europe, North the United States, Israel and Hong Kong, and offers an outline of the present prestige of overseas study on instructor thinking.; The members write from varied views - a few analytical, a few philosophical and a few contextual - at the approach lecturers imagine and act. The purpose of the booklet isn't really to characterise severely the proven traditions or any of its researchers, yet to review teacher-thinking study in context, analysing examine goals and enquiring into what lies at the back of the traditions. the result's an image of an unpredictable yet fascinating and fascinating destiny in advancements in teacher-thinking examine.
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Additional resources for Teachers' Minds And Actions: Research On Teachers' Thinking And Practice
104–24. WINTER, R. (1989) Learning From Experience: Principle s & Practice in Action Research, London, The Falmer Press. WUBBELS, T. (1992) ‘Taking account of student teachers’ preconceptions’, Teaching & Teacher Education, 8, 2, pp. 137–50. WUBBELS, T. and KORTHAGEN, F. (1990) ‘The effects of a preservice teacher education program for the preparation of reflective teachers’, Journal of Education for Teaching, 16, 1, pp. 29–44. ZEICHNER, K. (1987) ‘Preparing reflective teachers’, International Journal of Educational Research, 11, 5, pp.
1993) Reflective Teaching for Student Empowerment, New York, Macmillan. RUSSELL, T. and MUNBY, H. (1991) ‘Reframing: The role of experience in developing teachers’ professional knowledge’, in SCHÖN, D. (Ed) The Reflective Turn: Case Studies In and On Educational Practice, New York, Teachers College Press, pp. 164–88. SCHÖN, D. (1983) The Reflective Practitioner, New York, Basic Books. SCHÖN, D. (1987) Educating the Reflective Practitioner, San Francisco, Jossey Bass. SCHWAB, J. (1971) ‘The practical: Arts of eclectic’, School Review, 79, pp.
Relations between content and learner, relations between specific goals and general goals, relations between goals and means. , on specific content). ) found in his study that teachereducators, as compared with teachers and students, more frequently focused on specific learning-goals. ) whose investigation deals with teacher-educators (lecturers in preschool methods) argues that being able to discuss specific goals of learning in relation to general goals and/or in relation to methods for reaching those goals, is related to whether or not the lecturer has transcended his or her own personal experience of the preschool as his or her knowledge base.