This book presents some highlights from the deliberations of the
2003 conference of the International Study Association on Teachers
and Teaching (ISATT). Part 1 presents the five keynote addresses of
the conference, while Parts 2 through 4 present selected papers
related to each of three sub-themes: knowledge construction and
learning to teach, perspectives on teachers' personal and
professional lives, and teachers' workplace as context for
The chapters in this book provide an array of approaches to
understanding the process of teacher learning within the current
context of the changing workplace environment. They also provide an
important international perspective on the complex issues revolving
around the international educational reform movement. Basically,
they show how teachers' workplace (inside and outside schools) are
more than ever subject to continuous change and that, subsequently,
standards for teaching must be flexible to these changing
conditions. This asks for a redefinition of teacher professionalism
in which the role of context in teacher learning is emphasized as
well as the improvement of the quality of teacher thinking and
learning. Related to the ever-changing context of teaching, a
dynamic approach to teaching and teacher learning is required, in
which identity development is crucial. Researchers have an
important role to play in revealing and explaining how teachers can
build their professional identity, through self-awareness and
reflection, in the ever-changing educational contexts throughout
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