Introduction: Teachers as a divided profession - the place of teacher research.
Chapter One: Teacher Voice and the Discourse of Teaching
Chapter Two: Teacher Professionalism
Chapter Three: Teacher Knowledge
Chapter Four: Teacher Identity
Chapter Five: A teacher research network
Conclusion: Reclaiming education
References
Index
Sue Brindley currently co-ordinates the CPD programme at the University of Cambridge Faculty of Education and chairs the blended Masters course, Researching Practice, which premises teacher education on the foundation of research and enquiry. Sue also co-ordinates a teacher research network, CamStar, which supports and develops school based practitioner research. This has been a highly successful project, running for over twelve years, where teacher research is supported and shared within and beyond the research network. Before her University career, Sue previously taught for a number of years in schools in East London, and has also worked at government level in curriculum and assessment development.
Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.
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