Teachers' Pedagogical Thinking: Theoretical Landscapes, Practical Challenges

Teachers' Pedagogical Thinking: Theoretical Landscapes, Practical Challenges

Teachers' Pedagogical Thinking: Theoretical Landscapes, Practical Challenges

Teachers' Pedagogical Thinking: Theoretical Landscapes, Practical Challenges

Synopsis

"Teachers' Pedagogical Thinking challenges teachers and teacher educators to consider teachers' work from various points of view. The most recent research on teachers' thinking is used in building the theoretical framework for these concrete case studies. In these empirical studies, teachers' thinking is studied in different contexts, including teachers' mind sets, moral issues, rules, recipes of good teaching, and the supervision process. Teachers' pedagogical thinking is explored in the framework of making educational decisions by analyzing teachers' arguments and justifications for their practice. The book offers both theoretical and practical knowledge on teaching. It can be used as a textbook in teacher education or as an updated research report on teacher thinking." Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Excerpt

The purpose of this book is to increase the reader's understanding of teachers' pedagogical thinking. We claim to provide an original and unique view into an important educational area that has been at the center of research for some time. In order to fulfil this task we attempt to clarify what we mean by teachers' pedagogical thinking and what it entails. In addition, we try with our own empirical research to solve and demonstrate several crucial problems in the teaching-studying-learning process in general and how teachers deal with everyday problems in this process. Teachers are constantly encountering problems or situations where they must immediately do something, make a choice among realistic alternatives, reflect on their own actions, and evaluate the progress of the whole instructional process.

How Do Teachers Think and Decide? What Do We Know of this Phenomenon?

Knowledge of teachers' thinking has almost always been of great interest in educational research. The theme of teacher thinking became, however, a special research theme only in the 1970s and gained much attention due to an article Clark & Peterson (1986) in the third Handbook of Research on Teaching. This article summarized the early results of the topic and indicated avenues for new research. Of special interest since the beginning have been practical theories, reflection, and other metacognitive points of view in teacher thinking. A vast literature has been amassed in this field, and the theme of teacher thinking is now a standard topic of discussion.

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