From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community: Volume 19
Publication Date:
Book Series:
ARTEditors:
- Cheryl J. Craig
- Paulien C. Meijer
- Jan Broeckmans
Chapters:
- From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
- Advances in Research on Teaching
- Advances in Research on Teaching
- Copyright Page
- List of Contributors
- Foreword
- Chapter 1 The International Study Association on Teachers and Teaching (ISATT): Seeing Tracks and Making More
- Chapter 2 The Origins of ISATT: An Idiosyncratic Perspective
- Chapter 3 The Role of ISATT in the Professional Development of Barica Marentič Požarnik
- Chapter 4 Personal Practical Knowledge: A Study of Teachers’ Classroom Images
- Chapter 5 From Teacher Knowledge to Teacher Learning in Community: Transformations of Theory and Practice
- Chapter 6 Pedagogical Content Knowledge: Twenty-Five Years Later
- Chapter 7 Story-Maker, Storyteller: Narrative Structures in Curriculum
- Chapter 8 Narrative Research: From the Margins to Being Heard
- Chapter 9 Teacher Professional Development in Teaching and Teacher Education
- Chapter 10 The Emergence of Research on Teachers’ Professional Identity: A Review of Literature from 1988 to 2000
- Chapter 11 The Moral Matters of Teaching: A Finnish Perspective
- Chapter 12 In Search of the Essence of a Good Teacher: Toward a More Holistic Approach in Teacher Education
- Chapter 13 Reflective Classroom Practice: Case Studies of Hong Kong Student Teachers at Work
- Chapter 14 Teacher Education in Brazil
- Chapter 15 Reflective Practice in the Teaching Profession: The Case of Training and Research Practices in the French Community in Belgium
- Chapter 16 Beyond the Reach of Leading: Exploring the Realm of Leadership and Learning
- Chapter 17 The New Lives of Teachers
- Chapter 18 Who I am in how I Teach is the Message: Self-Understanding Vulnerability, and Reflection
- Chapter 19 Be(com)ing a Teacher in Challenging Circumstances: Sustaining Commitment or Giving up in Portugal?
- Chapter 20 Teachers Dealing with Failure in a Low Socio-Economic Status School in South Africa
- Chapter 21 The Necessity of Providing Guidance for Reflection in Inservice Teacher Training Programs in Kyrgyzstan
- Chapter 22 Enhancing and Sustaining Teacher Effectiveness as the ‘Trojan Horse’ in Successful Science Education in Kenya
- Chapter 23 Blending Traditional and Constructivist Teaching: How one Teacher goes about it in a U.S. Middle School Mathematics Classroom
- Chapter 24 School-Based Instructional Research (SBIR): An Approach to Teacher Professional Development in China
- Chapter 25 Engaging India’s Social History to Understand and Promote Teacher Change
- Chapter 26 Curriculum Reform in a Non-Threatening Collaborative Environment: An Indian Initiative
- Chapter 27 Changes in Research Paradigms and their Impact on Teachers and Teacher Education: A Finnish Case
- Chapter 28 Teacher Education that Makes a Difference: Developing Foundational Principles of Practice
- Chapter 29 The Sustainability and Nonsustainability of a Decade of Change and Continuity in Teacher Education
- Chapter 30 Two European Reflections on Professional Development in the ISATT Community: Looking Backward, Moving Forward
- Chapter 31 Self and Community: The Impact of ISATT on the Professional Learning, Teaching, and Research of Members in the Asia-Pacific Region
- Chapter 32 Back to the Future from a Chinese Perspective: A Philosophical Reconstruction of Ideas Gleaned from the Fifteenth ISATT Conference
- About the Contributors