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Author: Robyn Brandenburg
Publisher: Springer
ISBN: 9811034311
Category : Education
Languages : en
Pages : 284
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Book Description
This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
Author: Robyn Brandenburg
Publisher: Springer
ISBN: 9811034311
Category : Education
Languages : en
Pages : 284
Get Book
Book Description
This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
Author: Maura Sellars
Publisher: SAGE
ISBN: 1526415291
Category : Education
Languages : en
Pages : 313
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Book Description
Exploring key issues in teaching through the lens of reflective practice, in order to deepen understanding of teaching practice.
Author: Linda Valli
Publisher: SUNY Press
ISBN: 9780791411315
Category : Education
Languages : en
Pages : 312
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Book Description
Author: Stephen D. Brookfield
Publisher: John Wiley & Sons
ISBN: 1119049709
Category : Education
Languages : en
Pages : 311
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Book Description
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
Author: Karen F. Osterman
Publisher: Simon and Schuster
ISBN: 1632209845
Category : Education
Languages : en
Pages : 240
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Book Description
Written for teachers, administrators, and professional development specialists in schools and universities, this book is an educators’ guide to reflective practice. In clear, accessible language, the authors explain the potential to create meaningful change in schools and show you how to integrate reflective practice effectively into the daily work of schools. The book: - Explains reflective practice as a professional development strategy and its importance for school reform - Offers ideas and practical strategies to facilitate collaborative, data-based inquiry, dialogue, and problem-solving in schools - Describes reflective practice in action and illustrates its power to create meaningful change in classrooms - Shows how reflective practice is an important step in creating professional learning organizations Reflective practice has the potential to renew your sense of optimism, commitment, and efficacy as you learn how to support meaningful professional growth, shape a culture of learning, and make important changes in students’ learning.
Author: James Calderhead
Publisher: Routledge
ISBN: 1135721920
Category : Education
Languages : en
Pages : 180
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Book Description
First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Carol R. Rodgers
Publisher:
ISBN: 0807763640
Category : Education
Languages : en
Pages : 177
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Book Description
"This book examines what it means to be present in one's teaching- how to mentally and emotionally connect to your students, your classroom, and your teaching. The author outlines the structure of reflection, its intentional practice, and its importance to presence. Rodgers also provides a detailed outline for teaching presence to new and preservice teachers"--
Author: Jennifer York-Barr
Publisher: Corwin Press
ISBN: 1483361772
Category : Education
Languages : en
Pages : 345
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Book Description
This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.
Author: Ian Westbury
Publisher: Routledge
ISBN: 1136601708
Category : Education
Languages : en
Pages : 343
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Book Description
This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.
Author: Kenneth M. Zeichner
Publisher: Routledge
ISBN: 1136763570
Category : Education
Languages : en
Pages : 111
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Book Description
This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers. This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.
