Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. She is founding Co-Editor Thinking Skills and Creativity (Elsevier) and founding Co-Convenor of the British Educational Research Association Special Interest Group, Creativity in Education. She holds a Visiting appointment at Harvard University and has held visiting appointments at Hong Kong Institute of Education. Her most recent books include Creative Learning 3-11 and how we document it (Trentham Books, 2007), Creativity in Schools: Tensions and Dilemmas (Routledge, 2005), Creativity and Early Years Education (Continuum, 2002), Creativity Across the Primary Curriculum (RoutledgeFalmer, 2000). Her empirical work, informed by constructivist and socio-cultural views of learning, seeks to impact practice, policy and theory.Hilary Burgess, Senior Lecturer, Centre for Research and Development in Teacher Education (CReTE), Faculty of Education and Language Studies, The Open University.

very informative text for developing critical reflective practice

• PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICEPedagogy and Culture - Robin AlexanderA Perspective in Search of a MethodBasic, Cores and Choices - Robin AlexanderModernising the Primary CurriculumPrimary Practice in Historical Context - Brian SimonContinuing Professional Development - Marion DaddsNurturing the Expert withinHorses for Courses or Courses for Horses - Steven Higgins and David LeatWhat Is Effective Teacher Development?PART TWO: FACILITATING PROFESSIONAL DEVELOPMENTReflections on Reflective Teaching - Kenneth M Zeichner and B Robert TabachnickDiscovering Our Professional Knowledge as Teachers - Tom Russell and Shawn BullockCritical Dialogues about Learning from ExperienceCritical Phases and Incidents - Patricia Sikes, Lynda Measor and Peter WoodsPART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENTWhy Are Class Teachers Reluctant to Become Researchers? - Roger HancockA Teacher′s Response to ′Reflection-in-Action′ - Andy ConveryNetworks That Alter Teaching - Michael HubermanConceptualizations, Exchanges and ExperimentsAutobiographical Research and the Emergence of the Fictive Voice - Peter ClementsArguing for Your Self - Maggie MacLureIdentity as an Organising Principle in Teachers′ Jobs and Lives

Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. She is founding Co-Editor Thinking Skills and Creativity (Elsevier) and founding Co-Convenor of the British Educational Research Association Special Interest Group, Creativity in Education. She holds a Visiting appointment at Harvard University and has held visiting appointments at Hong Kong Institute of Education. Her most recent books include Creative Learning 3-11 and how we document it (Trentham Books, 2007), Creativity in Schools: Tensions and Dilemmas (Routledge, 2005), Creativity and Early Years Education (Continuum, 2002), Creativity Across the Primary Curriculum (RoutledgeFalmer, 2000). Her empirical work, informed by constructivist and socio-cultural views of learning, seeks to impact practice, policy and theory.Hilary Burgess, Senior Lecturer, Centre for Research and Development in Teacher Education (CReTE), Faculty of Education and Language Studies, The Open University.

very informative text for developing critical reflective practice

• PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICEPedagogy and Culture - Robin AlexanderA Perspective in Search of a MethodBasic, Cores and Choices - Robin AlexanderModernising the Primary CurriculumPrimary Practice in Historical Context - Brian SimonContinuing Professional Development - Marion DaddsNurturing the Expert withinHorses for Courses or Courses for Horses - Steven Higgins and David LeatWhat Is Effective Teacher Development?PART TWO: FACILITATING PROFESSIONAL DEVELOPMENTReflections on Reflective Teaching - Kenneth M Zeichner and B Robert TabachnickDiscovering Our Professional Knowledge as Teachers - Tom Russell and Shawn BullockCritical Dialogues about Learning from ExperienceCritical Phases and Incidents - Patricia Sikes, Lynda Measor and Peter WoodsPART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENTWhy Are Class Teachers Reluctant to Become Researchers? - Roger HancockA Teacher′s Response to ′Reflection-in-Action′ - Andy ConveryNetworks That Alter Teaching - Michael HubermanConceptualizations, Exchanges and ExperimentsAutobiographical Research and the Emergence of the Fictive Voice - Peter ClementsArguing for Your Self - Maggie MacLureIdentity as an Organising Principle in Teachers′ Jobs and Lives

Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. She is founding Co-Editor Thinking Skills and Creativity (Elsevier) and founding Co-Convenor of the British Educational Research Association Special Interest Group, Creativity in Education. She holds a Visiting appointment at Harvard University and has held visiting appointments at Hong Kong Institute of Education. Her most recent books include Creative Learning 3-11 and how we document it (Trentham Books, 2007), Creativity in Schools: Tensions and Dilemmas (Routledge, 2005), Creativity and Early Years Education (Continuum, 2002), Creativity Across the Primary Curriculum (RoutledgeFalmer, 2000). Her empirical work, informed by constructivist and socio-cultural views of learning, seeks to impact practice, policy and theory.Hilary Burgess, Senior Lecturer, Centre for Research and Development in Teacher Education (CReTE), Faculty of Education and Language Studies, The Open University.

very informative text for developing critical reflective practice

• PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICEPedagogy and Culture - Robin AlexanderA Perspective in Search of a MethodBasic, Cores and Choices - Robin AlexanderModernising the Primary CurriculumPrimary Practice in Historical Context - Brian SimonContinuing Professional Development - Marion DaddsNurturing the Expert withinHorses for Courses or Courses for Horses - Steven Higgins and David LeatWhat Is Effective Teacher Development?PART TWO: FACILITATING PROFESSIONAL DEVELOPMENTReflections on Reflective Teaching - Kenneth M Zeichner and B Robert TabachnickDiscovering Our Professional Knowledge as Teachers - Tom Russell and Shawn BullockCritical Dialogues about Learning from ExperienceCritical Phases and Incidents - Patricia Sikes, Lynda Measor and Peter WoodsPART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENTWhy Are Class Teachers Reluctant to Become Researchers? - Roger HancockA Teacher′s Response to ′Reflection-in-Action′ - Andy ConveryNetworks That Alter Teaching - Michael HubermanConceptualizations, Exchanges and ExperimentsAutobiographical Research and the Emergence of the Fictive Voice - Peter ClementsArguing for Your Self - Maggie MacLureIdentity as an Organising Principle in Teachers′ Jobs and Lives