Donald Mcintyre
Datos Biográficos
| ID | 3655362 |
|---|---|
| NOMBRE | Donald Mcintyre |
| NOMBRES | Donald |
| APELLIDO | Mcintyre |
| FIRMA | MCINTYRE D |
| AFILIACIONES | University of Oxford |
| VERIFICADO | No |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 41 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1978 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2010 |
| ÍNDICE H | 4 |
Teachers’ conceptions of teacher professionalism in England in 2003 and 2006
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how…
The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward
Pupil voice
The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two each in English, Maths and Science) and their Year 8 classes at three secondary schools were involved. The research was carried out in three stages. During the first stage the focus was on eliciting pupils' ideas about classroom teaching and learning and teachers' responses to their pupils' ideas. Six pupils from each class were interviewed individua…
The Profession of Educational Research
The crafts of the classroom
This paper describes a qualitative study, funded by the ESRC, of teachers' and students' perceptions of effective teaching and learning in the first year of English secondary schools. The paper is concerned with the active sense making that teachers and students engage in when reflecting on episodes of effective teaching and learning. This sense‐making process, it is argued, underpins particular forms of craft knowledge that are possessed by stud…
Patterns of interaction between teachers' and students' classroom thinking, and their implications for the provision of learning opportunities
Mentoring
Commonality in teachers' and pupils' perceptions of effective classroom learning
This paper reports preliminary findings of a qualitative study of teachers' and year 7 pupils' perceptions of effective classroom learning in English and in history. The focus of this paper is the extent of commonality between teacher and pupil perceptions. The findings indicate that there is a high level of commonality between teacher and pupil perspectives of what constitutes effective teaching. Of particular interest is the richness of pupils'…
Professional Development through the Oxford Internship Model
Professional development through the Oxford Internship model
Teacher Attitudes and Innovation Characteristics. Let's Try Again
Teacher Attitudes and Innovation Characteristics—Let's Try Again
A cursory reading of Common's response to our paper (Common, 1983, this issue) led us to ask why she had used our work as a basis for introducing her own ideas on settings for innovations and on power as a condition for the implementation of innovations. At most, we would have expected that she would have referred to our contribution to the study of innovation as something concerned with issues different from those of her paper. A more careful re…
Influences upon Teachers' Attitudes to Different Types of Innovation
(1982). Influences upon Teachers' Attitudes to Different Types of Innovation: A Study of Scottish Integrated Science. Curriculum Inquiry: Vol. 12, No. 1, pp. 35-51
The evaluation of school science departments
The Conceptualisation of Attainment
Pupil voice
The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two each in English, Maths and Science) and their Year 8 classes at three secondary schools were involved. The research was carried out in three stages. During the first stage the focus was on eliciting pupils' ideas about classroom teaching and learning and teachers' responses to their pupils' ideas. Six pupils from each class were interviewed individua…
The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward
Commonality in teachers' and pupils' perceptions of effective classroom learning
This paper reports preliminary findings of a qualitative study of teachers' and year 7 pupils' perceptions of effective classroom learning in English and in history. The focus of this paper is the extent of commonality between teacher and pupil perceptions. The findings indicate that there is a high level of commonality between teacher and pupil perspectives of what constitutes effective teaching. Of particular interest is the richness of pupils'…
The Profession of Educational Research
Teachers’ conceptions of teacher professionalism in England in 2003 and 2006
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how…
Influences upon Teachers' Attitudes to Different Types of Innovation
(1982). Influences upon Teachers' Attitudes to Different Types of Innovation: A Study of Scottish Integrated Science. Curriculum Inquiry: Vol. 12, No. 1, pp. 35-51
The Conceptualisation of Attainment
The Conceptualisation of Attainment
The evaluation of school science departments
Influences upon Teachers' Attitudes to Different Types of Innovation
(1982). Influences upon Teachers' Attitudes to Different Types of Innovation: A Study of Scottish Integrated Science. Curriculum Inquiry: Vol. 12, No. 1, pp. 35-51
Teacher Attitudes and Innovation Characteristics. Let's Try Again
Teacher Attitudes and Innovation Characteristics—Let's Try Again
A cursory reading of Common's response to our paper (Common, 1983, this issue) led us to ask why she had used our work as a basis for introducing her own ideas on settings for innovations and on power as a condition for the implementation of innovations. At most, we would have expected that she would have referred to our contribution to the study of innovation as something concerned with issues different from those of her paper. A more careful re…
Professional Development through the Oxford Internship Model
Professional development through the Oxford Internship model
Mentoring
Commonality in teachers' and pupils' perceptions of effective classroom learning
This paper reports preliminary findings of a qualitative study of teachers' and year 7 pupils' perceptions of effective classroom learning in English and in history. The focus of this paper is the extent of commonality between teacher and pupil perceptions. The findings indicate that there is a high level of commonality between teacher and pupil perspectives of what constitutes effective teaching. Of particular interest is the richness of pupils'…
Patterns of interaction between teachers' and students' classroom thinking, and their implications for the provision of learning opportunities
The crafts of the classroom
This paper describes a qualitative study, funded by the ESRC, of teachers' and students' perceptions of effective teaching and learning in the first year of English secondary schools. The paper is concerned with the active sense making that teachers and students engage in when reflecting on episodes of effective teaching and learning. This sense‐making process, it is argued, underpins particular forms of craft knowledge that are possessed by stud…
The Profession of Educational Research
Pupil voice
The study explores how teachers use the ideas that pupils offer when consulted. Six teachers (two each in English, Maths and Science) and their Year 8 classes at three secondary schools were involved. The research was carried out in three stages. During the first stage the focus was on eliciting pupils' ideas about classroom teaching and learning and teachers' responses to their pupils' ideas. Six pupils from each class were interviewed individua…
The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward
Teachers’ conceptions of teacher professionalism in England in 2003 and 2006
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how…
Pedagogy (12 obras) · Mathematics education (11 obras) · Psychology (11 obras) · Sociology (11 obras) · Teacher Education and Leadership Studies (5 obras) · Collaborative Teaching and Inclusion (3 obras) · Computer Science (3 obras) · Education and Technology Integration (3 obras) · Internship (3 obras) · Library science (3 obras)