At the University of Haifa, Israel, Miriam Ben-Peretz is Professor of Education and Shifra Schonmann is a Senior Lecturer of Education and Head of the Division of Development and Administration of Educational Systems. Miriam Ben-Peretz is the author of several books, including Learning from Experience: Memory and the Teacher's Account of Teaching and The Teacher Curriculum-Encounter: Freeing Teachers from the Tyranny of Texts, both published by SUNY Press, and is the coeditor, with Rainer Bromme, of The Nature of Time in Schools: Theoretical Concepts: Practitioner Perceptions. Shifra Schonmann is author of Theater of the Class.

"What comes to mind immediately about this book is its ring of authenticity. I, too, am a former high school teacher (with experience in four quite different countries in North America, Europe, and Asia) and have spent many 'free' moments in the teacher's lounge. I continue to do so as I supervise interns. What the authors describe seems to be part of a universal culture of teachers—a culture which transcends national boundaries." — Helen Christiansen, coeditor of Recreating Relationships: Collaboration and Educational Reform

• Foreword Acknowledgments Introduction 1. Modes of Inquiry 2. Social Situations 3. Dramatic Language 4. Blurring of Boundaries 5. Metaphors and Monologues 6. Teachers' Perception of Lounges and Student Achievement (Coauthored with Haggai Kupermintz) 7. Principals in the Teachers' Lounge: Intruders or Colleagues? 8. Professional Communities and Teacher Development 9. Implications for Teacher Education Epilogue: Paradoxes in the Lounge Appendix I Appendix II References Index

At the University of Haifa, Israel, Miriam Ben-Peretz is Professor of Education and Shifra Schonmann is a Senior Lecturer of Education and Head of the Division of Development and Administration of Educational Systems. Miriam Ben-Peretz is the author of several books, including Learning from Experience: Memory and the Teacher's Account of Teaching and The Teacher Curriculum-Encounter: Freeing Teachers from the Tyranny of Texts, both published by SUNY Press, and is the coeditor, with Rainer Bromme, of The Nature of Time in Schools: Theoretical Concepts: Practitioner Perceptions. Shifra Schonmann is author of Theater of the Class.

"What comes to mind immediately about this book is its ring of authenticity. I, too, am a former high school teacher (with experience in four quite different countries in North America, Europe, and Asia) and have spent many 'free' moments in the teacher's lounge. I continue to do so as I supervise interns. What the authors describe seems to be part of a universal culture of teachers—a culture which transcends national boundaries." — Helen Christiansen, coeditor of Recreating Relationships: Collaboration and Educational Reform

• Foreword Acknowledgments Introduction 1. Modes of Inquiry 2. Social Situations 3. Dramatic Language 4. Blurring of Boundaries 5. Metaphors and Monologues 6. Teachers' Perception of Lounges and Student Achievement (Coauthored with Haggai Kupermintz) 7. Principals in the Teachers' Lounge: Intruders or Colleagues? 8. Professional Communities and Teacher Development 9. Implications for Teacher Education Epilogue: Paradoxes in the Lounge Appendix I Appendix II References Index

At the University of Haifa, Israel, Miriam Ben-Peretz is Professor of Education and Shifra Schonmann is a Senior Lecturer of Education and Head of the Division of Development and Administration of Educational Systems. Miriam Ben-Peretz is the author of several books, including Learning from Experience: Memory and the Teacher's Account of Teaching and The Teacher Curriculum-Encounter: Freeing Teachers from the Tyranny of Texts, both published by SUNY Press, and is the coeditor, with Rainer Bromme, of The Nature of Time in Schools: Theoretical Concepts: Practitioner Perceptions. Shifra Schonmann is author of Theater of the Class.

"What comes to mind immediately about this book is its ring of authenticity. I, too, am a former high school teacher (with experience in four quite different countries in North America, Europe, and Asia) and have spent many 'free' moments in the teacher's lounge. I continue to do so as I supervise interns. What the authors describe seems to be part of a universal culture of teachers—a culture which transcends national boundaries." — Helen Christiansen, coeditor of Recreating Relationships: Collaboration and Educational Reform

• Foreword Acknowledgments Introduction 1. Modes of Inquiry 2. Social Situations 3. Dramatic Language 4. Blurring of Boundaries 5. Metaphors and Monologues 6. Teachers' Perception of Lounges and Student Achievement (Coauthored with Haggai Kupermintz) 7. Principals in the Teachers' Lounge: Intruders or Colleagues? 8. Professional Communities and Teacher Development 9. Implications for Teacher Education Epilogue: Paradoxes in the Lounge Appendix I Appendix II References Index