InhaltsangabeIntroductory chapter: Trends and Themes in Teachers'Working and Learning Environment Part I: Perspectives on Knowledge, Context and Learning by Teachers. Knowledge Construction and Learning to Teach about Teaching. Shifting Stories to Live by: Interweaving the personal and professional in teachers' lives. The Crucible of the Classroom: A learning environment for teachers or a site of crucifixion? Practice, Theory, and Person in Life-Long Professional Learning. New Methods and Perspectives on Teacher Evaluation: Who evaluates what and for which purposes? Part 2: Knowledge Construction and Learning to Teach. Analyzing Teacher Knowledge in its Interactional Positioning. Reconstructing Knowledge-in-Action: Learning from the authority of experience as a first-year teacher. Revisiting Teaching Archetypes: Re-conceptualising student teachers' lay theories and identities. Developing Science Teachers' Knowledge on Models and Modelling. It's about Time: Issues of time in knowledge construction for preservice and practising teachers in school context. Part 3: Perspectives on Teachers' Personal and Professional Lives. The Authentic Teacher. The Impact of Program Adoption on Teachers' Professional Lives. Comprehensive Development of Teachers Based on In-depth Portraits of Teacher Growth. Reconstructing Teacher Identity through Efficacy for Community Engagement. The Dichotomy between Large-Scale Reform Rhetoric and the Perceptions of School-based Practitioners. Part 4: Teachers' Workplace as Context for Learning. Learning from 'Interpreted' Work Contexts: Planned educational change and teacher development. What Do We Mean by Career-Long Professional Growth and how Can We Get It? Resiliency, Resistance and Persistence to Be an Urban Teacher: Creating standards that respond to the context of knowledge construction and learning to teach about teaching. Design and MethodologicalIssues Related to Research on Partnerships between Teacher Education Institutions and Schools. Teachers' Perception of Their Professional Autonomy in the Environment of Systemic Change. List of Contributors

Introductory chapter: Trends and Themes in Teachers¿Working and Learning Environment Part I: Perspectives on Knowledge, Context and Learning by Teachers. Knowledge Construction and Learning to Teach about Teaching. Shifting Stories to Live by: Interweaving the personal and professional in teachers¿ lives. The Crucible of the Classroom: A learning environment for teachers or a site of crucifixion? Practice, Theory, and Person in Life-Long Professional Learning. New Methods and Perspectives on Teacher Evaluation: Who evaluates what and for which purposes? Part 2: Knowledge Construction and Learning to Teach. Analyzing Teacher Knowledge in its Interactional Positioning. Reconstructing Knowledge-in-Action: Learning from the authority of experience as a first-year teacher. Revisiting Teaching Archetypes: Re-conceptualising student teachers¿ lay theories and identities. Developing Science Teachers¿ Knowledge on Models and Modelling. It¿s about Time: Issues of time in knowledge construction for preservice and practising teachers in school context. Part 3: Perspectives on Teachers¿ Personal and Professional Lives. The Authentic Teacher. The Impact of Program Adoption on Teachers¿ Professional Lives. Comprehensive Development of Teachers Based on In-depth Portraits of Teacher Growth. Reconstructing Teacher Identity through Efficacy for Community Engagement. The Dichotomy between Large-Scale Reform Rhetoric and the Perceptions of School-based Practitioners. Part 4: Teachers¿ Workplace as Context for Learning. Learning from a¿¿Interpreted¿ Work Contexts: Planned educational change and teacher development. What Do We Mean by Career-Long Professional Growth and how Can We Get It? Resiliency, Resistance and Persistence to Be an Urban Teacher: Creating standards that respond to the context of knowledge construction and learning to teach about teaching. Design and Methodological Issues Related to Research on Partnerships between Teacher Education Institutions and Schools. Teachers¿ Perception of Their Professional Autonomy in the Environment of Systemic Change. List of Contributors

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