Building upon Huberman's classic study, this title probes not only teachers' everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different life and work 'scenarios' that challenge their sense of identity, well-being and effectiveness.
A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers' thinking.
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