Reflective Teaching
An Introduction
2nd Edition
Published on 20. November 2013
Book
Hardback
144 pages
978-0-415-82660-0 (ISBN)
Description
This popular text provides a clear, succinct explanation of how reflection is integral to teachers' understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Readers are encouraged to examine their own assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of both this book, and of all of the volumes in the "Reflective Teaching and the Social Conditions of Schooling" series, is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers.
Reviews / Votes
" ... a concise introduction to teacher reflection, examining the foundations and purposes of teachers' reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching."Melanie Shoffner, Purdue University, USA
"Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded."
Daniel Friedrich, Teachers College, Columbia University, USA
More details
Series
Edition
2nd edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 13 mm
Weight
388 gr
ISBN-13
978-0-415-82660-0 (9780415826600)
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
E-Book
11/2013
2nd Edition
Routledge
€59.49
Available for download
E-Book
11/2013
2nd Edition
Routledge
€59.49
Available for download
Book
08/2013
2nd Edition
Routledge
€64.60
Shipment within 15-20 days
Persons
Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.
Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction - Research on Teaching and Teacher Education programs at the University of Colorado - Boulder, USA.
Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction - Research on Teaching and Teacher Education programs at the University of Colorado - Boulder, USA.
Content
CONTENTS
SERIES PREFACE
Introduction
Examining the Social Conditions of Schooling
Understanding and Examining Personal Beliefs about Teaching and Schooling
About the Books in this Series
Series Acknowledgments
PREFACE
Acknowledgements
1. UNDERSTANDING REFLECTIVE TEACHING
An Initial Distinction: Reflective Teaching and Technical Teaching
On Reflective Teaching
The Bandwagon of Reflective Teaching
2. HISTORICAL ROOTS OF REFLECTIVE TEACHING
Introduction
Dewey's Contribution: What is Reflective Teaching?
Openmindedness
Responsibility
Wholeheartedness
Reflection and the Pressures of Teaching
Schon: "Reflection-on-Action" and "Reflection-in-Action"
Framing and Reframing Problems
Criticisms of Schon's Conception
Reflection: A Singular or Dialogical Activity
Reflection as Contextual
Summary
3. TEACHERS' PRACTICAL THEORIES
Introduction
Handal and Lauvas' Framework for Understanding the Source of Teachers' Practical Theories
Personal Experience
Transmitted Knowledge
Values
Summary
4. THE STUFF OF REFLECTION
Introduction
Teaching as emotional labor
Thinking and Feeling
Metaphors and Images in Teacher
Enabling Reflection on Teaching
Conclusion
5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS
Introduction
Teachers, Traditions, and Teaching
The Progressive Tradition
The Conservative Tradition
Core Knowledge - E. D. Hirsch
Higher Learning
The Social Justice Tradition
The Spiritual-Contemplative Tradition
Conclusion
6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING
Introduction
The Teaching Self
Attending to Students
The Context of Schooling
The Social Conditions of Schooling
Engaging Community and Difference
One Last Vignette
Concluding Thoughts...
Appendix A
References
SERIES PREFACE
Introduction
Examining the Social Conditions of Schooling
Understanding and Examining Personal Beliefs about Teaching and Schooling
About the Books in this Series
Series Acknowledgments
PREFACE
Acknowledgements
1. UNDERSTANDING REFLECTIVE TEACHING
An Initial Distinction: Reflective Teaching and Technical Teaching
On Reflective Teaching
The Bandwagon of Reflective Teaching
2. HISTORICAL ROOTS OF REFLECTIVE TEACHING
Introduction
Dewey's Contribution: What is Reflective Teaching?
Openmindedness
Responsibility
Wholeheartedness
Reflection and the Pressures of Teaching
Schon: "Reflection-on-Action" and "Reflection-in-Action"
Framing and Reframing Problems
Criticisms of Schon's Conception
Reflection: A Singular or Dialogical Activity
Reflection as Contextual
Summary
3. TEACHERS' PRACTICAL THEORIES
Introduction
Handal and Lauvas' Framework for Understanding the Source of Teachers' Practical Theories
Personal Experience
Transmitted Knowledge
Values
Summary
4. THE STUFF OF REFLECTION
Introduction
Teaching as emotional labor
Thinking and Feeling
Metaphors and Images in Teacher
Enabling Reflection on Teaching
Conclusion
5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS
Introduction
Teachers, Traditions, and Teaching
The Progressive Tradition
The Conservative Tradition
Core Knowledge - E. D. Hirsch
Higher Learning
The Social Justice Tradition
The Spiritual-Contemplative Tradition
Conclusion
6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING
Introduction
The Teaching Self
Attending to Students
The Context of Schooling
The Social Conditions of Schooling
Engaging Community and Difference
One Last Vignette
Concluding Thoughts...
Appendix A
References