Teacher thinking and professional action
Denicolo, Pam M.
Teacher thinking and professional action / Pam M. Denicolo - London : Routledge, 2005 - xvi, 263 p.
Titre de l'écran-titre (visionné le 11 juillet 2008)
1. Section A: Conceptual future for teacher thought and action
2. The place of process product research in developing the agenda for research on teacher thinking
3. Perspective on the teaching profession or relative appraisal
4. The ‘collective student’ as the cognitive reference point of teacher’ thinking about their students in the classroom
5. A contrast of novice and expert competence in maths lessons
6. Section B: methods and approaches to the study of teacher thought and action
7. Strategies and methods in research on teacher thinking
8. The ground of professional practice
9. Case study in research on teaching: a ground for reflective practice
10. Teacher’s personal and professional ideals about practice
11. Computer simulation as a tool in studying teacher’s cognitive activities during error diagnosis in arithmetic
12. Section C: Teacher judgment and evaluation of students
13. Goal dependent perception in relations between teacher and students
14. Grading as a quasi-rational judgment process
15. Analyzing teacher’s thoughts prior to student assessment
16. Teacher’s casual attributions in problematic situations
17. Teacher’s need for pupil information in special education
18. Section D: Teacher thinking and teacher education
19. Asking the right questions about teacher preparation: contributions of research on teacher thinking
20. Using textbooks and teacher’s guides: what beginning elementary teachers learn and what they need to know
21. Supervision conferences and student teacher’s thinking and behavior
22. Examining complexity of thought in secondary student teachers
23. Knowing, thinking and doing in learning to teach: a research framework and some initial results
9780415362238
Teaching -- Congresses.
371.0019 / D415
Teacher thinking and professional action / Pam M. Denicolo - London : Routledge, 2005 - xvi, 263 p.
Titre de l'écran-titre (visionné le 11 juillet 2008)
1. Section A: Conceptual future for teacher thought and action
2. The place of process product research in developing the agenda for research on teacher thinking
3. Perspective on the teaching profession or relative appraisal
4. The ‘collective student’ as the cognitive reference point of teacher’ thinking about their students in the classroom
5. A contrast of novice and expert competence in maths lessons
6. Section B: methods and approaches to the study of teacher thought and action
7. Strategies and methods in research on teacher thinking
8. The ground of professional practice
9. Case study in research on teaching: a ground for reflective practice
10. Teacher’s personal and professional ideals about practice
11. Computer simulation as a tool in studying teacher’s cognitive activities during error diagnosis in arithmetic
12. Section C: Teacher judgment and evaluation of students
13. Goal dependent perception in relations between teacher and students
14. Grading as a quasi-rational judgment process
15. Analyzing teacher’s thoughts prior to student assessment
16. Teacher’s casual attributions in problematic situations
17. Teacher’s need for pupil information in special education
18. Section D: Teacher thinking and teacher education
19. Asking the right questions about teacher preparation: contributions of research on teacher thinking
20. Using textbooks and teacher’s guides: what beginning elementary teachers learn and what they need to know
21. Supervision conferences and student teacher’s thinking and behavior
22. Examining complexity of thought in secondary student teachers
23. Knowing, thinking and doing in learning to teach: a research framework and some initial results
9780415362238
Teaching -- Congresses.
371.0019 / D415
