The Purposes, Practices, and Professionalism of Teacher Reflectivity

Insights for Twenty-First-Century Teachers and Students
Ebook
(456 Seiten)
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ISBN-13:
9781607097099
Einband:
Ebook
Seiten:
456
Autor:
Edward G. Pultorak
eBook Typ:
Adobe Digital Editions
Kopierschutz:
Adobe DRM [Hard-DRM]
Sprache:
Englisch
Beschreibung:

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.
Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.
Chapter 1 IntroductionPart 2 Section I: Teacher Reflectivity in Theory and ResearchChapter 3 Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry StanceChapter 4 Purposes and Practices of Reflectivity in Teacher DevelopmentChapter 5 Reflection as a Social Problem-Solving ProcessChapter 6 The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy PracticumPart 7 Section II: Teacher Reflectivity in Teacher Education ProgramsChapter 8 Effective Teacher Preparation: Working to Change Dispositions in New TeachersChapter 9 Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking:A Review of DiscoursesChapter 10 What We Know and Don't Know about Teacher ReflectionChapter 11 Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research ModelPart 12 Section III: Teacher Reflectivity with Teacher CandidatesChapter 13 Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple ContextsChapter 14 Teacher Reflectivity: Importance, Origins, and Tools to FacilitateChapter 15 Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree ProgramPart 16 Section IV: Teacher Reflectivity in Schools and ClassroomsChapter 17 Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective PracticeChapter 18 The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional LifetimeChapter 19 Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching PracticeChapter 20 The Role of Professional Teaching Standards in Teacher ReflectionPart 21 Section V: Teacher Reflectivity and International PerspectivesChapter 22 Lesson-based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research GroupsChapter 23 Teacher Reflection: What It Is and What It DoesChapter 24 The Meno Paradox of Teaching Reflection in Teacher EducationPart 25 Afterword
Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.

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