Michael Kompf – författare

The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for, and a wide range of examples of, both topics and methods of research. Value for the future can be found in the texts that note lacunae in research and unresolved issues. Further, since the chapters derive from research conducted in a variety of national contexts, revealing some evidence of common constraints and opportunities impinging on education at the time, questions are stimulated about what has changed and what has stayed the same in the interim.

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. This book satisfies 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 bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections:conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education.Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

Written by members of the International Study Association on Teachers and Teaching, the papers in this volume were presented at an international teaching conference on the issues of theory and practice. Using these contributions from experienced researchers, most of whom are practising teachers, this single volume is international in scope and context, demonstrating differences and similarities between and within countries.This detailed book is clearly split into five sections focusing on the following themes:* teacher education – professional identity, professional research, and quality of teacher education* teacher practice – basic values, ethics, and cultural scaffolding* higher education – academic motivation, discourse dissonance concerning intellectual property, self studies of teacher education practice* teacher development – the challenge to be the best teacher, the link between policy and practice, personal theory and practice in tertiary development* research and theory – reflective practice, shared democratic values, teachers as researchers.

First Published in 1996. Arising from the 7th International Study Association on Teacher Thinking (ISATT) conference in 1995, this book presents a diverse, yet integrated, approach to understanding how research and practice in classrooms are changing.

The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for,

First Published in 1996. Arising from the 7th International Study Association on Teacher Thinking (ISATT) conference in 1995, this book presents a diverse, yet integrated, approach to understanding how research and practice in classrooms are changing.

First Published in 1996. Arising from the 7th International Study Association on Teacher Thinking (ISATT) conference in 1995, this book presents a diverse, yet integrated, approach to understanding how research and practice in classrooms are changing.

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. This book satisfies 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 bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections:conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education.Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for,

The papers from the first two International Study Association on Teachers and Teaching conferences are presented in this title as book chapters. Each paper has historical value, marking as they do, both a change in topic focus and a revolution in research practice. They also have a practical value in that they provide a large reference source for, and a wide range of examples of, both topics and methods of research. Value for the future can be found in the texts that note lacunae in research and unresolved issues. Further, since the chapters derive from research conducted in a variety of national contexts, revealing some evidence of common constraints and opportunities impinging on education at the time, questions are stimulated about what has changed and what has stayed the same in the interim.