Over The Past Twenty Years The International Study Association On Teachers And Teaching (isatt) Has Become World-renowned As An Organisation Dedicated To The Discussion Of Current Thinking In Educational Policy And Practice. As Such, The Ideas Aired At Isatt Conferences Are Of The Greatest Significance To Today's Educational Practitioners. This Book Satisfies The Demand For A Lasting Record Of Isatt's Illuminating Discussions On The Theme. It Is Based On A Selection Of Papers Presented At Their Third Bi-annual Conference And Has Been Updated By Each Contributor To Include Their Current Thoughts And Opinions. Containing Nineteen Articles, Each An In-depth Examination Of The Topic, It Is Divided Into Four Sections: Conceptual Frames For Teacher Thought And Action Methods And Approaches To The Study Of Teacher Though And Action Teacher Judgment And Evaluation Of Students Teacher Thinking And Teacher Education. Broad In Theme, International In Scope And Detailed This Book Is Essential And Enlightening Reading For Anyone With A Serious Interest In The Ongoing Development Of Educational Thought. Book Cover -- Title -- Copyright -- Dedication -- Contents -- Contributors -- Acknowledgements -- Preface -- Section A Conceptual Frames For Teacher Thought And Action -- Chapter 1 The Place Of Process-product Research In Developing The Agenda For Research On Teacher Thinking -- Chapter 2 Perspectives On The Teaching Profession Or Relative Appraisal -- Chapter 3 The 'collective Student' As The Cognitive Reference Point Of Teachers' Thinking About Their Students In The Classroom -- Chapter 4 A Contrast Of Novice And Expert Competence In Maths Lessons -- Section B Methods And Approaches To The Study Of Teacher Thought And Action -- Chapter 5 Strategies And Methods In Research On Teacher Thinking -- Chapter 6 The Ground Of Professional Practice -- Chapter 7 Case Study In Research On Teaching -- Chapter 8 Teachers' Personal And Professional Ideals About Practice -- Chapter 9 Computer Simulation As A Tool In Studying Teachers' Cognitive Activities During Error Diagnosis In Arithmetic -- Section C Teacher Judgement And Evaluation Of Students -- Chapter 10 Goal-dependent Perception In Relations Between Teachers And Students -- Chapter 11 Grading As A Quasi-rational Judgement Process -- Chapter 12 Analysing Teachers' Thoughts Prior To Student Assessment -- Chapter 13 Teachers' Causal Attributions In Problematic Situations -- Chapter 14 Teachers' Need For Pupil Information In Special Education -- Section D Teacher Thinking And Teacher Education -- Chapter 15 Asking The Right Questions About Teacher Preparation -- Chapter 16 Using Textbooks And Teachers' Guides -- Chapter 17 Supervision Conferences And Student Teachers' Thinking And Behaviour -- Chapter 18 Examining Complexity Of Thought In Secondary Student Teachers -- Chapter 19 Knowing, Thinking And Doing In Learning To Teach -- About Isatt -- References -- Index.