Conceptualizing Reflection In Teacher Development
Download Conceptualizing Reflection In Teacher Development full books in PDF, epub, and Kindle. Read online free Conceptualizing Reflection In Teacher Development ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : James Calderhead |
| Publisher | : Routledge |
| Total Pages | : 179 |
| Release | : 2003-09-02 |
| Genre | : Education |
| ISBN | : 1135721939 |
Reflection has become widely recognised as a crucial element in the professional growth of teachers. Terms such as 'reflective teaching', 'enquiry orientated teacher education', 'teachers as researchers' and 'reflective practitioner' have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and considering its contributions to teacher education. The papers range across different stages of professional development, some focusing in particular on pre-service education, others on in-service or professional development generally. Some of the papers are concerned with particular strategies for promoting reflection and how they might operate in a teacher education context, others dwell more upon a theoretical appreciation of how reflection facilitates in the processes of professional development, and how it relates to issues of quality in teacher education.
| Author | : James Calderhead |
| Publisher | : Routledge |
| Total Pages | : 317 |
| Release | : 2003-09-02 |
| Genre | : Education |
| ISBN | : 1135721920 |
Reflection has become widely recognised as a crucial element in the professional growth of teachers. Terms such as 'reflective teaching', 'enquiry orientated teacher education', 'teachers as researchers' and 'reflective practitioner' have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and considering its contributions to teacher education. The papers range across different stages of professional development, some focusing in particular on pre-service education, others on in-service or professional development generally. Some of the papers are concerned with particular strategies for promoting reflection and how they might operate in a teacher education context, others dwell more upon a theoretical appreciation of how reflection facilitates in the processes of professional development, and how it relates to issues of quality in teacher education.
| Author | : John Elliott |
| Publisher | : Psychology Press |
| Total Pages | : 288 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : 9780750701280 |
| Author | : |
| Publisher | : Routledge |
| Total Pages | : 199 |
| Release | : |
| Genre | : |
| ISBN | : 1135717249 |
| Author | : James Calderhead |
| Publisher | : |
| Total Pages | : 172 |
| Release | : 1992 |
| Genre | : Teaching |
| ISBN | : |
| Author | : Peter Aubusson |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 279 |
| Release | : 2008-07-14 |
| Genre | : Education |
| ISBN | : 1402046235 |
This book synthesises current practice and research developments from internationally recognised scholars and practitioners, to provide theoretical and practical knowledge which informs teacher education, development and professional learning. Sections in the book include: the role and significance of learning relationships; emerging dilemmas and challenges; and processes of self-study in teacher education. Throughout the book, self-study contributions highlight the complexity, challenges, struggles, solutions and successes in teacher education experience. They foreshadow exciting developments for further research. Accordingly, the book is likely to appeal to a wide audience of educators – including education academics, teachers, student teachers and researchers.
| Author | : James Calderhead |
| Publisher | : Routledge |
| Total Pages | : 172 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : 9780750701235 |
Highlights popular debates about the contribution of reflection to teacher education and emphasizes the role of the mentor in facilitating teachers' professional development. Each chapter is concerned with exploring the concept of reflection and considering its contributions to teacher education.
| Author | : Javier Calvo de Mora |
| Publisher | : Routledge |
| Total Pages | : 257 |
| Release | : 2014-06-05 |
| Genre | : Education |
| ISBN | : 1317803345 |
In Practical Knowledge in Teacher Education, expert contributors from across Asia and Europe explore and reflect upon the innovation and creativity in teacher education programs. Specific focus is given to the internships that provide students an opportunity for intensive, hands-on experience in schools. Different approaches to internship provide comprehensive information on a diversity of ways of organising and managing internship programmes within teacher education courses, and equip future teachers with real-world knowledge within a global context. This book focuses on approaches to internship in teacher education programmes in Europe and Asia. It explores the idea that a consideration of the rich variation in approaches and experience across Eurasia will foreground critical aspects of successful internship. Each chapter provides a different focus from Asian and European perspectives on aspects of the teacher education practicum or internship, and what can be learned from school placement. This book is an invaluable resource for all those involved in teacher education, educational policy and anyone who has a stake in ensuring effective teacher education for the 21st century. It offers a far reaching overview of the teacher internship phase across a number of countries, and contributes to identifying distinctive features of teacher education in European and Asian universities.
| Author | : Christopher Day |
| Publisher | : Routledge |
| Total Pages | : 126 |
| Release | : 2021-02-12 |
| Genre | : Education |
| ISBN | : 100034326X |
This edited collection brings together papers written by a number of experienced international academics who share a passion for promoting research-informed, high-quality pre-service and in-service teacher education that makes a positive difference to the lives of teachers and their students. Taken together, the contributions to this book represent a call to arms for all who lead education policy at local, regional, and national levels, teacher educators, and schools themselves, to engage in sustained and productive collaboration. Topics include: the centrality of empathy to the classroom, ‘practical theorising’ that is a central part of all good teachers’ armoury; the possibilities for collaborative professionalism which enables them to extend and enrich their thinking, commitment, and capacity for resilience; the pedagogical reasoning, habits of mind, critical reflection, knowledge, and skills that lead to the best classroom practices. Only when the voices of stakeholders at all these levels are brought together, heard, and enacted, are students in all schools in all contexts and in all jurisdictions likely to receive the quality of education to which all are entitled. The chapters in this book were originally published as a special issue of Teachers and Teaching.
| Author | : Paula Nadine Zwozdiak-Myers |
| Publisher | : Routledge |
| Total Pages | : 225 |
| Release | : 2018-03-29 |
| Genre | : Education |
| ISBN | : 1136311327 |
What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? The Teacher’s Reflective Practice Handbook is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this Handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve, your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you develop your own thinking, The Teacher’s Reflective Practice Handbook is an accessible guide which supports the facilitation of reflective practice through self and peer assessment, problem-based learning and personal development planning. The multi-dimensional framework enables you to build a meaningful, personally relevant portfolio of evidence-informed practice.
