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Teacher Development

Teacher Development
Exploring Our Own Practice

First Edition
Edited by:

November 2000 | 192 pages | SAGE Publications Ltd
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.

Robin Alexander
Pedagogy and Culture
A Perspective in Search of a Method

Robin Alexander
Basic, Cores and Choices
Modernising the Primary Curriculum

Brian Simon
Primary Practice in Historical Context
Marion Dadds
Continuing Professional Development
Nurturing the Expert within

Steven Higgins and David Leat
Horses for Courses or Courses for Horses
What Is Effective Teacher Development?

Kenneth M Zeichner and B Robert Tabachnick
Reflections on Reflective Teaching
Tom Russell and Shawn Bullock
Discovering Our Professional Knowledge as Teachers
Critical Dialogues about Learning from Experience

Patricia Sikes, Lynda Measor and Peter Woods
Critical Phases and Incidents
Roger Hancock
Why Are Class Teachers Reluctant to Become Researchers?
Andy Convery
A Teacher's Response to 'Reflection-in-Action'
Michael Huberman
Networks That Alter Teaching
Conceptualizations, Exchanges and Experiments

Peter Clements
Autobiographical Research and the Emergence of the Fictive Voice
Maggie MacLure
Arguing for Your Self
Identity as an Organising Principle in Teachers' Jobs and Lives


very informative text for developing critical reflective practice

Miss Katherine Austin
School of Applied Social Sciences, University Campus Suffolk
April 28, 2015

Unfortunately other books in the college library covered this already! A very good book however, and may include reference to it in the future.

Mr Eamonn Mitchell
AEPE, Univ of Limerick, Mary Immaculate Coll
January 16, 2014

a most have book for development as a teacher. very up-to-date for reflective practice and developing into the 21st century. offers a variety of methods to change your approach to the curriculum, the organisation and with planning a curriculum. essentail guide to bring your practice in line with the 21st century.

Ms Carol-anne Westwell
Nursing & Midwifery, Bangor University
March 13, 2013

Preview this book

Janet M Soler

Anna Craft

Anna Craft is Professor of Education at the University of Exeter, England, where she leads the CREATE research cluster. She is also Reader at The Open University, England, and Director of The Open Creativity Centre. She is founding Co-Editor Thinking Skills and Creativity (Elsevier) and founding Co-Convenor of the British Educational Research Association Special Interest Group, Creativity in Education. She holds a Visiting appointment at Harvard University and has held visiting appointments at Hong Kong Institute of Education. Her most recent books include Creative Learning 3-11 and how we document it (Trentham Books, 2007), Creativity in... More About Author

Hilary Burgess

Hilary Burgess, Senior Lecturer, Centre for Research and Development in Teacher Education (CReTE), Faculty of Education and Language Studies, The Open University. More About Author

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