TY  - BOOK
AU  - Denicolo,Pam
AU  - Kompf,Michael
ED  - ISATT Conference
TI  - Teacher thinking and professional action
SN  - 0415362237
AV  - LB2840 .T433 2005
U1  - 371.0019 22
PY  - 2005///
CY  - London, New York
PB  - Routledge
KW  - Teachers
KW  - Psychology
KW  - Congresses
KW  - Teaching
KW  - Thought and thinking
KW  - Training of
N1  - The current volume Teacher thinking and professional action re-presents selections from papers offered at the third biennial conference of ISATT held at the University of Leuven, Belgium in October 1986; Includes bibliographical references (pages 237-257) and index; Sect. A; Conceptual frames for teacher thought and action --; Ch. 1; The place of process-product research in developing the agenda for research on teacher thinking; David C. Berliner --; Ch. 2; Perspectives on the teaching profession or relative appraisal; Pam M. Denicolo and Maureen Pope --; Ch. 3; The 'collective student' as the cognitive reference point of teachers' thinking about their students in the classroom; Rainer Bromme --; Ch. 4; A contrast of novice and expert competence in maths lessons; Gaea Leinhardt --; Sect. B; Methods and approaches to the study of teacher thought and action --; Ch. 5; Strategies and methods in research on teacher thinking; Gunter L. Huber --; Ch. 6; The ground of professional practice; Antoinette Oberg --; Ch. 7; Case study in research on teaching : a ground for reflective practice; John Olson --; Ch. 8; Teachers' personal and professional ideals about practice; Michael Kompf and Alan F. Brown --; Ch. 9; Computer simulation as a tool in studying teachers' cognitive activities during error diagnosis in arithmetic; Erik De Corte, Lieven Verschaffel and Hilde Schrooten --; Sect. C; Teacher judgement and evaluation of students --; Ch. 10; Goal-dependent perception in relations between teachers and students; Manfred Hofer --; Ch. 11; Grading as a quasi-rational judgement process; Annica Brehmer --; Ch. 12; Analysing teachers' thoughts prior to student assessment; Urban Lissmann --; Ch. 13; Teachers' causal attributions in problematic situations; Karin van Opdorp, Paul den Hertog, Theo Bergen and Lucie Vreuls --; Ch. 14; Teachers' need for pupil information in special education; Sip J. Pijl and Steven F. Foster --; Sect. D; Teacher thinking and teacher education --; Ch. 15; Asking the right questions about teacher preparation : contributions of research on teacher thinking; Christopher M. Clark --; Ch. 16; Using textbooks and teachers' guides : what beginning elementary teachers learn and what they need to know; Deborah Loewenberg-Ball and Sharon Feiman-Nemser --; Ch. 17; Supervision conferences and student teachers' thinking and behaviour; Jan Broeckmans --; Ch. 18; Examining complexity of thought in secondary student teachers; Greta Morine Dershimer and Bernard Oliver --; Ch. 19; Knowing, thinking and doing in learning to teach : a research framework and some initial results; Sharon Feiman-Nemser and Margret Buchmann --; About ISATT
N2  - "Over the past twenty years, the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners." "Teacher Thinking and Professional Action aims to satisfy the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third biennial conference and has been updated by each contributor to include their current thoughts and opinions."--BOOK JACKET
ER  -