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This volume, From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community, captures advances that have occurred in the thirty years that the International Study Association on Teachers and Teaching (ISATT) organization has been in existence (1983–2013). ISATT occupies an important place in educational history. It is the international birthplace of the paradigm shift that occurred in the field of education in the 1980s as well as the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities. ISATT, which began with a handful of members, now has a membership that hails from 45 countries. ISATT’s near-global representation shows how the organization’s reach has expanded over three decades.
The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the…
The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.
This chapter presents a personal account of ISATT from the perspective of the first elected chair of the organization. In this work, the 1980s backdrop against which ISATT…
This chapter presents a personal account of ISATT from the perspective of the first elected chair of the organization. In this work, the 1980s backdrop against which ISATT came into being is instantiated. Further to this, a panoramic view of the literature is offered and an “oral history” approach is used. To end, an archival document – a selection read at the 1988 biennial conference held near Sherwood Forest in Nottingham, England – pays tribute to Rob Halkes, the person who, with the assistance of key others, birthed the international study association which is now globally known as ISATT.
This chapter explores teachers, administrators, and subject area specialists collaborating in a nonthreatening environment leading to curriculum reform in India. It draws…
This chapter explores teachers, administrators, and subject area specialists collaborating in a nonthreatening environment leading to curriculum reform in India. It draws on teacher experiences that emerged from a 2007–2012 curriculum renewal project in the Nagaland Board of School Education. In order to illustrate the transformation, a case study about the growth of two teachers who participated in the curriculum development project is featured. This work takes into account the collaborative settings, the nature of teacher learning opportunities these settings provided, and the pace at which learning occurred for each of the two teachers. Though originally tried out in the context of an English language curriculum, the bottom-up approach of broad-based collaboration reform described herein may be relevant to other disciplines and other countries.
Beatrice Avalos, Ph.D., is associate researcher at the Centre for Advanced Research in Education, University of Chile. She has journal and book publications on teacher education, educational policy in developing countries and gender issues focussed particularly on Chile and Latin America. She has worked and taught in universities in Chile, Britain, Canada and Papua New Guinea, and carried out consultancy work in Bangladesh and several Latin American countries on issues related to school improvement, teacher professional development and teacher initial education.