This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of...
This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of...
Charles McKenny's book seeks to explore the key personality traits that make for great teachers. It offers insights into how teachers can develop these traits and how they can create the right...
""The Personality of the Teacher"" is a book written by Charles McKenny and originally published in 1910. The book explores the importance of a teacher's personality in the classroom and how it...
This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and...
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