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Teacher development: exploring our own practice

Soler, Janet M.; Craft, Anna and Burgess, Hilary eds. (2000). Teacher development: exploring our own practice. Developing Practice in Primary Education. London, UK: Sage.

URL: http://www.sagepub.co.uk/booksProdDesc.nav?prodId=...
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Abstract

This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge.
Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.
These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to
using reflective practice in professional development; the teacher as researcher.
This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.

Item Type: Edited Book
ISBN: 0-7619-6930-6, 978-0-7619-6930-3
Extra Information: teacher development;
Academic Unit/Department: Education and Language Studies > Education
Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 6531
Depositing User: Anna Craft
Date Deposited: 02 Feb 2007
Last Modified: 02 Dec 2010 19:56
URI: http://oro.open.ac.uk/id/eprint/6531
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