Reflective Theory and Practice in Teacher Education PDF Download

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: Linda Valli
Publisher: State University of New York Press
ISBN: 1438422644
Category : Education
Languages : en
Pages : 312

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Book Description
An increasing number of educators are arguing for conceptually sound reflective or inquiry-oriented teacher education programs. The argument is based on the fact that reflective teaching is possible and the belief that teachers should develop habits of consciously informed action. Those who promote reflective teaching argue for teacher empowerment within a self-renewing profession. Reflective Teacher Education offers case studies from seven universities that have organized teacher education programs around the concept of reflection. The cases represent public and private institutions, and alternative and traditional models of teacher preparation. The studies represent efforts to transform the entire professional education component rather than individual courses or isolated strategies. The volume also considers reflection as a conceptual orientation, commenting on its power to inform and improve teacher education, and assessing the implementation of reflection in these specific programs. The six critiques raise intriguing questions about the possibility and desirability of reflective reform efforts by viewing the cases from varying perspectives—development, cognitive, feminist, social reconstructionist, and post-modern.

Author: Ian Rushton
Publisher: McGraw-Hill Education (UK)
ISBN: 0335244025
Category : Education
Languages : en
Pages : 122

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Book Description
Reflective practice is an important skill for students learning to teach in the lifelong learning sector. This book makes the case for reflective practice in post-compulsory teaching and shows how it can be used to support teachers in coping with the complexities and contingencies of practice. The book introduces a basic model of reflective practice and then explores several further models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Collaborative approaches to reflective practice are also discussed, and the place of reflective practice in teachers continuing professional development is carefully examined. Other key features of the book include: Clear links with the professional standards for teachers in the lifelong learning sector Discussion of the challenges and issues when engaging in reflection on practice Coverage of action research, often considered an extension of reflective practice Illustrations drawn from the authors’ extensive experience in teaching and enabling learning Reflective Practice for Teaching in Lifelong Learning has been written to address the needs of student teachers across a whole range of lifelong learning courses.

Author: Julia Isabel Hüttner
Publisher: Multilingual Matters
ISBN: 1847695248
Category : Foreign Language Study
Languages : en
Pages : 277

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Book Description
This volume brings together articles written by experts in the thriving field of language teacher education from a variety of geographical and institutional contexts, with a particular focus on EFL.

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: Mellita Jones
Publisher: Springer
ISBN: 9462096775
Category : Education
Languages : en
Pages : 198

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Book Description
This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theory practice nexus, school-university partnerships, reflective practice, and the role of technology. The contributing authors, drawn from different contexts and locations around Australia, each offers research-based perspectives on successful teacher education. Responses to teacher education challenges in rural and regional contexts, metropolitan areas, among low socio-economic populations and Indigenous communities are considered. Ways in which technology, and in particular mobile technology, can be used to support learning across these diverse contexts are illustrated, as is the role of reflective practice to encourage critical reflection for improving teacher learning. Collectively, the authors present a range of directions that can guide the future of teacher education both nationally and internationally, demonstrating that context, partnerships, reflection and technology are critical elements in the provision of successful teacher education.

Author: Allen T. Pearson
Publisher: Routledge
ISBN: 1315531356
Category : Education
Languages : en
Pages : 251

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Book Description
It is widely agreed that teacher education must consist of two general components. There is a knowledge component which contains specialized subject matter knowledge, and a practical component in which intending teachers develop skills and abilities. In this original and compelling work, first published in 1989, Pearson attempts to examine the connection between the two. This title will be of interest to students of education.

Author: Anja Swennen
Publisher: Springer Science & Business Media
ISBN: 1402088744
Category : Education
Languages : en
Pages : 237

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Book Description
Becoming a Teacher Educator is an impressive book for teacher educators who want to be informed about the latest views and practices of their profession. It is the first book that addresses a range of topics related to the work of teacher educators, the induction of teacher educators and their further professional development. Becoming a Teacher Educator has a practical focus and it provides theoretical insights, experiences of experts and practical recommendations. The book is rooted in the Association of Teacher Education in Europe (ATEE) and many of the chapters are written by authors who are active members of the ATEE. Researchers and practitioners from different parts of Europe, and beyond, joined their efforts to write a book that is truly international and combines research, practice and reflection. Becoming a Teacher Educator is essential reading for novice teacher educators as well as for experienced teacher educators who want to keep up with the latest insights in their profession. This book provides a guide for those who supervise novice and experienced teacher educators and for various professionals who are responsible for the professional development of teacher educators. "There is a growing need for evidence-based resources made available to (future) teacher educators. Since a learning society requires new sets of competencies of the main actors, we are most in want of knowledgeable teacher educators that support the professional development of their (student) teachers. This book fits the actual demands." (Dr. Joost Lowyck, Professor Emeritus, former director of the Teacher Education Institute, Leuven University). "This is an original book in a very important area. The editors define the concept of ‘teacher educator’ widely and I think, therefore, that the book is relevant for schools, higher education, and education authorities of all kinds. The authorship and theme have wide relevance across Europe, Australasia and North America." (Prof. Bob Moon, Professor in Education Teaching Studies, Department of Education, Open University, UK). "The book highlights that, while the current global focus is very much on the need to educate "sufficient and highly qualified teachers", little political focus is given to those who "teach the teachers". What makes this book distinctive for all engaged in teacher education, whether experienced or novice, is that it allows the spotlight on those who teach the teachers and the opportunity for teacher educators to discuss, debate and seriously examine themselves as a profession." (Simone White, Deakin University, Australia)

Author: John Loughran
Publisher: Routledge
ISBN: 1134474571
Category : Education
Languages : en
Pages : 272

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Book Description
Self-study in teacher education is a growing field and a natural progression from the concept of reflective practice for pre-service teachers. This book is designed to introduce teacher educators to the theory and practice of self-study, in order to explore, understand and improve their teaching about teaching. With studies from an international range of contributors, this book illustrates a variety of approaches to self-study. It describes the issues that teacher educators have chosen to study, how they carried out their research and what the learning outcomes were. Throughout, the emphasis is on placing teacher educators' knowledge and practice at the centre of their academic work. This book will be of interest to all teacher educators wishing to improve their knowledge and practice.

Author: Fred A.J. Korthagen
Publisher: Routledge
ISBN: 1135652481
Category : Education
Languages : en
Pages : 572

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Book Description
Although the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers' practical experience and the theoretical insights of researchers can be linked in teacher education. This book offers a framework for addressing this problem. It brings together 15 years of experience in teacher education and research, based on Korthagen's concept of "realistic teacher education" which is well known in Europe and gaining interest in North America. Set up as a journey back and forth between practice and theory, this book is not only about linking them but models how it can be done, providing both practical solutions and research-based theoretical foundations. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education: * serves as a guidebook for teacher educators, with many practical ideas and guidelines; * prepares the reader for a fundamental shift in thinking about teacher education; and * uses an international perspective in analyzing real, practical experience in teacher education, in the Netherlands and in other countries.