ABSTRACT
Reviewing the Purpose of the Book In recent times, educational literature has shown a move towards incorporating the teacher’s voice as a way of better acknowledging the importance of teachers’ views in, and descriptions of, episodes and events. This trend is also respecting teachers’ knowledge and experience (Britzman, 1991; Carter, 1993) in ways which were not common only a decade ago. The manner in which we have presented the first eleven chapters of this book has been an attempt to place the teacher (Jeff) at the centre of the experience and to give the context that is so important in supporting the knowledge that is derived from listening to the teacher’s voice. We believe that in so doing, Hargreaves’ (1996) concern that the ‘teacher’s voice’ be presented critically and contextually begins to be addressed. The book is therefore an attempt to develop our understanding of teaching and learning by studying an extensive teaching experience from three perspectives: teacher, learner, researcher. Through Carol’s involvement we have also been able to incorporate the ‘students’ voice’ in ways that we trust is faithful to their concerns and intentions.
