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