Research on Teacher Thinking

Over the past few years, a number of areas of growth in research on teachers'thinking have been identified. This book, the successor to Insights into Teachers' Thinking and Practice, Day, Pope and Denicolo, (Eds.), Falmer Press, 1990, provides evidence of the cbntii)uing intensityo ht, activity and debate on how to conceptualise research of this kind and generate knowledge for further understanding and action. lt demonstrates a concern for the ethical basis for undertaking research into the inner lives of teachers. The contributors to this volume come from eight countries and present chapters which investigatethe relationship between the researcherand the researched, and the relevance and role of research in teacher development. They consider other vital areas in research on teachers' initial and in-service development. Collectively, they indicate and anticipate key areas of growth in teachers' thinking and action as highlighted in the first held International Study Association on Teacher Thinking Conference (1989). This is a book which will be of much interest to the teacher training student, practising teacher and researcher alike.
There is much to be learned from the comparative approach as presented in this volume.