Examining and Facilitating Reflection to Improve Professional Practice
Published on 16. September 2010
Book
Paperback/Softback
140 pages
978-1-4422-0444-7 (ISBN)
Description
Examining and Facilitating Reflection to Improve Professional Practice is specifically designed and organized to be used throughout a teacher-education program from an introductory foundations course, continuing through content-specific methods classes to graduate-level theory seminars, and, ultimately onto professional development workshops. Harris and her co-authors provide a method for directly instructing students on the practice of reflection and the understanding and identification of the developmental phases of reflection, supported by theory drawn from research. By moving students beyond their commonly held belief that reflection is simply keeping a journal or summarizing the days' activities, Examining and Facilitating Reflection to Improve Professional Practice enables them to use increasingly sophisticated reflection practices that help them grow in their reflective process, ultimately improving their instructional practice.
Closely aligned with the reflections standards set by INTASC, NCATE, and NBPST, this book is essential as universities and colleges seek to have reflection as a standard skill set for classroom teachers and educational administrators. Using this text as an easily accessible resource, a discussion and activities guide, and a support for professional development, Education Departments' reflection goals and objectives are met and students enter the classroom confidant in their ability to think in diverse ways, meet the challenges of the classroom, and respond to changing educational environments.
Closely aligned with the reflections standards set by INTASC, NCATE, and NBPST, this book is essential as universities and colleges seek to have reflection as a standard skill set for classroom teachers and educational administrators. Using this text as an easily accessible resource, a discussion and activities guide, and a support for professional development, Education Departments' reflection goals and objectives are met and students enter the classroom confidant in their ability to think in diverse ways, meet the challenges of the classroom, and respond to changing educational environments.
Reviews / Votes
This book is timely, extremely powerful, and perfectly complements standards-based teacher education programs. Undergraduate education students are frequently asked to reflect on their reading, learning, and planning but they do not fully know how to do so. Examining and Facilitating Reflection to Improve Professional Practice will help these students to more fully understand and experience the transformative power of reflection in their education, careers, and lives. -- Terrell A. Young, Ph.D, Brigham Young University, Provo, Utah This text will guide its readers to more and more complex reflective activities that can be used throughout the many stages of educational careers. The informational content will contribute to teacher professional development by building upon learned skills that prepare educators to consider the impact of reflection on their practice and professional lives. Approaching reflection as a holistic, developmental process is the strength of the text. -- Donna L. Wiseman, University of Maryland What a well-written, timely, and easy-to-read book to help educators and students-undergraduate and graduate across disciplines-strengthen their reflective thought. Without a doubt, this book, written by experts in the field, will be a reader and keeper for students, scholars, leaders, and teachers as they strive to improve their professional practice. -- Dixie L. Dennis, Austin Peay State University This book is a much needed resource in helping professionals understand the value and practicality of reflection to improve performance. By making the steps of reflection explicit, teachers will be better able to model the process for their students, apply their newly discovered insights to instruction, and more fully address related standards. -- Kathy Brashears, Tennessee Technological University This text does a nice job of incorporating new technology tools into the process of reflection as well as providing realistic case studies for practice and reminding us how the act of reflection aligns with professional teaching standards. -- Hilda Rosselli, dean, college of education, Western Oregon UniversityMore details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 8 mm
Weight
206 gr
ISBN-13
978-1-4422-0444-7 (9781442204447)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Ann Shelby Harris | Benita Bruster | Barbara Peterson
Examining and Facilitating Reflection to Improve Professional Practice
E-Book
09/2010
1st Edition
Rowman & Littlefield Publishers
€35.49
Available for download
Ann Shelby Harris | Benita Bruster | Barbara Peterson
Examining and Facilitating Reflection to Improve Professional Practice
E-Book
09/2010
1st Edition
Rowman & Littlefield Publishers
€35.49
Available for download
Persons
Ann Harris is a professor of education at Austin Peay State University. She has taught in the public schools prior to receiving her doctoral degree and master's degree from the University of Memphis. She is a reading specialist and has taught methods classes at the undergraduate and graduate levels. Benita Bruster is an assistant professor at Austin Peay State University, College of Education, Department of Teaching and Learning. She teaches courses in literacy, curriculum and instruction, and assessment and evaluation at the graduate and undergraduate levels. Barbara Peterson is an assistant professor of education at Austin Peay State University. She has taught in the public schools prior to receiving her doctoral degree and master's degree from Northern Illinois University. She is coordinator of clinical teaching and has taught classes at the undergraduate and graduate levels, as well as online courses. Tammy Shutt is an associate professor in Educational Leadership Studies at Austin Peay State University. She currently teaches courses in educational leadership, educational research, and statistics at the graduate levels.
Content
Chapter 1: Historical Perspectives and Implications for Reflective Practice
Chapter 2: Considerations for Reflective Thinking
Chapter 3: Using Critical Incident Analysis to Enhance Reflective Practice
Chapter 4: Reflection Using the Emerging Literacies
Chapter 5: Language and Dialogue to Enhance Reflection
Chapter 6: Critical Thinking Enhancing Phases of Reflection
Chapter 7: Involving Administrators and Students in Reflection
Chapter 2: Considerations for Reflective Thinking
Chapter 3: Using Critical Incident Analysis to Enhance Reflective Practice
Chapter 4: Reflection Using the Emerging Literacies
Chapter 5: Language and Dialogue to Enhance Reflection
Chapter 6: Critical Thinking Enhancing Phases of Reflection
Chapter 7: Involving Administrators and Students in Reflection