Table of Contents

VOLUME 218

Preface, 1. CONTEMPORARY CONCERNS IN THEIR HISTORICAL CONTEXT, 2. CONTEMPORARY CONCERNS AND THE SCHOOL SYSTEM, 3. CONTEMPORARY CONCERNS AND THE WORK OF TEACHERS,
Contributors, Index

VOLUME 219

Foreword, Acknowledgments, 1. Cultural Diversity and Teacher Education, 2. Pluralism and Australian Teacher Education, 3. Teacher Education for a Multicultural Britain, 4. Multicultural Teacher Education in Canada, 5. Practice without Policy: Pluralist Teacher Education in Israel, 6. Unity in Diversity: Teacher Education in Multicultural Malaysia, 7. Teacher Training and Community Relations in Northern Ireland, 8. Teacher Education and Pluralism in South Africa, 9. Training Teachers for a Multicultural Future in Spain, 10. Teacher Education in Sweden: An Intercultural Perspective, 11. Teacher Education and Multiculturalism in The Netherlands, 12. Educating Teachers for Cultural Diversity in the United States, 13. Comparative Perspectives and Paradigms, Notes on Contributors, Index

VOLUME 220

Introduction, Part 1: Research Issues, 1. The Contribution of Research on Teachers' Thinking to the Professional Development of Teachers, 2. Anticipating Teacher Thinking, 3. Changing Minds: The Dissemination of Research and its Effects on Practice and Theory, 4. Deconstructing Control and Consent, Part 2: Exploring Teachers' Knowledge and Beliefs, 5. Teachers' Professional Responsibility and Development, 6. Think You Can: The Influence of Culture on Beliefs, 7. Working Knowledge in Teaching, 8. Teachers Generating Knowledge: Constructing Practical and Theoretical Understanding from Multi-site Case Studies, Part 3: Developing Knowledge and Practice, 9. Teachers' Stories: An Analysis of the Themes, 10. Construing Teachers' Personal Development: Reflections on Landmark Events Through Career Mapping, 11. The Identification, Development and Sharing of Professional Craft Knowledge, 12. Transferring Knowledge to Classroom Teaching: Putting Knowledge into Action, 13. Teachers and their Career Story: A Biographical Perspective on Professional Development, 14. The Importance of Learning Biography in Supporting Teacher Development: An Empirical Study, Notes on Contributors, Index

VOLUME 221

Synopses of Chapters, Introduction, PART 1: COHERENCE AND CONTINUITY IN TEACHER EDUCATION: PERSPECTIVES AND ISSUES, Chapter 1: Three Perspectives on Coherence and Continuity in Teacher Education, Chapter 2: The Assault on Rationalism and the Emergence of the Social Market Perspectives, Chapter 3: Evaluation, Economics and Performance Indicators, Chapter 4: One in a Million? The Individual at the Centre of Quality Control, Chapter 5: Are Performance Indicators Educational Quality Indicators?, Chapter 6: Professional Education and the Idea of a Practical Educational Science, Chapter 7: A Common-sense Model of the Professional Development of Teachers, PART 2: SCHOOL-BASED TEACHER EDUCATION: FOUR STUDIES OF INNOVATION, Chapter 8: A Case Study of School-based Training Systems in New Zealand Secondary Schools, Chapter 9: Capital T Teaching, Chapter 10: The Development of Teachers' Thinking and Practice: Does Choice Lead to Empowerment?, Chapter 11: Chronicles: Doing Action Research: The Stories of Three Teachers, PART 3: RESEARCHERS AND TEACHERS: CHANGING ROLES AND RELATIONSHIPS, Chapter 12: Through the Looking Glass: The Use of Associative Methods to Enhance Teacher Thinking, Chapter 13: Academics and Action-Research: The Training Workshop as an Exercise in Ideological Deconstruction, Chapter 14: The Relationship Between 'Understanding' and 'Developing' Teachers', PART 4: PORTRAYING TEACHERS' DEVELOPMENT, Chapter 15: The Development of Primary School Teachers' Thinking about the Teaching and Learning of Science, Chapter 16: Thinking and Being in Teacher Action Research, Chapter 17: The Importance of an Articulated Personal Theory of Professional Development, Notes on Contributors, Index

VOLUME 222

Preface, Introduction, 1. Approaches to the study of role conflict, 2. The teacher and role conflict, 3. Present perspectives, 4. Perceptions and experiences, 5. Diffuseness and conflict, 6. Vulnerability and conflict, 7. Commitment and conflict, 8. Values and conflict, 9. The head teachers, 10. Conclusions and implications, Appendices, Notes, Bibliography, Indexes

VOLUME 223

Preface, Acknowledgments, Introduction, Part I: Socio-historical Context, 1. Teachers of the Urban Working Class: socio-historical location, 2. The Working World of the Teachers of the People’, 3. Change and Continuity in Urban Education, 4. The ‘Problem’ of the Urban School: conservative and liberal formulations, 5. The ‘Problem’ of the Urban School: radical and Marxist formulations, Part II: Fieldwork, 6. Situating the Inquiry, 7. The Social Construction of the ‘Good’ Teacher: a study in one school, 8. Defining ‘Good’ Teachers in Ten Schools, 9. Pupils, Localities and the Experience of Teaching, 10. Curriculum and Pedagogy, 11. Conclusions, Appendices, Notes, Bibliography, Index

VOLUME 224

Acknowledgements, 1. INTRODUCTION – RETHINKING TEACHER EDUCATION, SECTION ONE – BACKGROUND, 2. A HISTORY OP POSTGRADUATE INITIAL TEACHR EDUCATION IN ENGLAND AND WALES, 1880–1980, 3. RECENT RESEARCH AND DEVELOPMENTS IN TEACHER EDUCATION IN ENGLAND AND WALES, SECTION TWO – POSTGRADUATE TEACHER EDUCATION IN ENGLAND AND WALES, 4. POSTGRADUATE INITIAL TEACHER EDUCATION IN ENGLAND AND WALES: PERSPECTIVES PROM THE SPITE PROJECT, 5. THE POSTGRADUATE CERTIFICATE OP EDUCATION, TEACHING PRACTICE, AND THE PROBATIONARY YEAR, SECTION THREE – A CANADIAN PERSPECTIVE, 6. CHARACTERISTICS OP FACULTIES OP EDUCATION, 7. DRIFT AND THE PROBLEM OF CHANGE IN CANADIAN TEACHER EDUCATION, 8. MAKING PERFECT? FORM AND STRUCTURE IN TEACHING PRACTICE, 9. PARTNERSHIP SUPERVISION, SECTION FIVE – CURRENT ISSUES, 10. SUBJECT CENTRED AND SCHOOL BASED TEACHER TRAINING IN THE POSTGRADUATE CERTIFICATE OF EDUCATION, 11. INTEGRATING THEORY AND PRACTICE, 12. INITIAL TRAINING NEEDS OF SPECIAL EDUCATION TEACHERS, SECTION SIX – FUTURE PERSPECTIVES, 13. THE FUTURE FOR TEACHER EDUCATION, Notes on contributors, Index

VOLUME 225

Acknowledgements, Editor's introduction, Preface and overview, Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 5, Chapter 6, Reference & Name Index, Subject Index

VOLUME 226

Introduction, Part 1: Recovering History, Chapter 1. 'Lady Teachers' and Politics in the United States, 1850-1930, Chapter 2. Feminists in Teaching: The National Union of Women Teachers, 1920-1940, Chapter 3. What is the Teacher's Job? Work and Welfare in Elementary Teaching, 1940- 1945, Part 2: Working in Contemporary Schools, Chapter 4. Being a Feminist Teacher, Chapter 5. Pride and Prejudice: Teachers, Class and an Inner-City Infants School, Chapter 6. Prisonhouses, Part 3: The Politics of Work, Chapter 7. Part of the Union: School Representatives and their Work, Chapter 8. The Politics of Teacher Appraisal, Chapter 9. The Teachers' Action, 1984-1986, Part 4: Teachers and the State, Chapter 10. Teachers and the State in Britain: A Changing Relation, List of Contributors, Index

VOLUME 227

Dedication, 1. Teaching quality and the accreditation of initial teacher-training courses, 2. Reflections on a changing concept of teacher education, 3. Primary teacher–training: a practice in search of pedagogy, 4. The formation of secondary teachers, 5. Experience of problems relative to curriculum continuity and school transfer in teacher–training courses, 6. Inculcating teacher awareness of moral education, pastoral care, and human development, 7. Training for multiculturalism, 8. Teacher awareness of the economic foundations of a free society, 9. Training for special needs, 10. The in–service education and training of teachers, Select publications of Professor William Taylor CBE, Contributors, Index

VOLUME 228

1. The Teacher and Society, 2. The Expectations of Pupils, 3. The Expectations of Parents, 4. Teachers' Role Conflicts, 5. Parents versus Teachers, 6. Problems of Status and Role, 7. Teachers and Clients, Appendix. The Provision of Private Education in the Nineteenth Century, Notes, Index

VOLUME 229

Acknowledgments, Introduction, 1. Some theoretical considerations, 2. Teacher perception and expressed attitude, 3. Teacher expectation and experimental research, 4. Classroom climate, 5. Self-concept and school achievement, 6. Attitudes and expectations of pupils, 7. Classroom teaching and classroom research, Suggestions for further reading, Bibliography

VOLUME 230

Foreword, Introduction, The Changing Structures, The re-organisation of the colleges of education: a critical overview, Aspects of institutional change, Universities and colleges, The Changing Curriculum, Principles and practice of validation, Curriculum development in higher education, Modular course structures in higher education, Discussion Papers, The challenge of change, Searching for a new identity, Four major issues, Conclusions, The Major issues: a summary of discussion reports, The future of teacher training, New Patterns, The Contributors

About the Author

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