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redefining teacher development
p has any occupational group been the subject of as much research as elementary or primary school teachers written by a former elementary school teacher this intensive study considers how the foundations of the ongoing teacher reform movement have appealed to researchers through its successive stages . by tracing these ideas back to their historical roots jonathan neufeld illustrates how they actually descend from the physical and biological sciences rather than from student teacher relationships . neufelds in depth analysis of economic trends during the 20th century shows how economic and educational reforms are closely related . he demonstrates how the century long movement to develop teachers became obsessed with turning them into soldiers of a failing economy . p this book rewrites the existing foundations and outlines a future direction that will excite researchers and practitioners alike . it introduces alternative theoretical foundations and propositions to inspire innovative discussions about teachers continuing educational development and what it could mean to teach children in classrooms . since the publication of a nation at risk in 1982 teacher development has become a universal term used to express an international movement to professionalize teachers . but imagine if the foundations of this research had little to do with life in the classroom . how would we then begin to discover what development means to practising teachers p redefining teacher development will appeal to researchers in teacher instruction and development as well as practising teachers with an interest in how research has conceptualised their field .