By Christopher Day, Maureen Pope, Pam Denicolo
A suite of unique examine performed through students from Europe and North the USA. The papers examine the evolution of study on lecturers' considering, the character wisdom, and philosophical and ethical dimensions of lecturers' considering.
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A set of unique learn performed by means of students from Europe and North the United States. The papers reflect on the evolution of analysis on academics' pondering, the character wisdom, and philosophical and ethical dimensions of academics' considering.
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Additional resources for Insights Into Teachers' Thinking And Practice
Researchers need to stop and think, to look at the diverse contexts in which people talk about thinking. When Do We Talk About Thinking? ’ Confronted with a puzzling situation, we turn it over in our mind, not satisfied until we have made sense of it—at least for the time being, for the meaning we attribute to experience is subject to change. Thinking, we also remember the past and we are moved by it, all the while giving it meaning. ’ and are ready to accept answers that, depending on the context, can derive from logical or conceptual analysis, common sense, or personal judgment based on values and experience.
1987) of how several teachers structure classroom routines, as well as Day’s (1987) retelling of the process of staff development in a primary school. Add to these the current of work on teachers’ life histories (Goodson, 1980; Woods, 1987). These are only a few examples of stories to be found in recent research on teacher thinking. The purposes of the telling may be very different from one instance to another, but the first point to note is the sheer presence of story within the body of our work: it makes our research dramatically different from that in many other areas, and the presence of these stories generates a dynamic of its own which will, I believe, bring about even further changes.
THE EVOLUTION OF RESEARCH ON TEACHER THINKING 35 The Discourse of Biography and Narrative If we are to use the concept of ‘story’ in carrying forward our work, however, we need some conceptual guidelines. Serious work has been done by Connelly and Clandinin around the terms ‘narrative’, ‘narrative unity’ and ‘personal practical knowledge’ (1986, 1987), by Butt and Raymond using ‘biography’ (1987), and by Butt et al. using ‘autobiography’, and ‘autobiographic praxis’ (1988). I want now to address some points of agreement and difference between these two approaches, and between the two and my own understanding of ‘story’.
Insights Into Teachers' Thinking And Practice by Christopher Day, Maureen Pope, Pam Denicolo