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Reflective Teaching: An Introduction de Kenneth M. Zeichner

Reflective Teaching: An Introduction: Reflective Teaching and the Social Conditions of Schooling S

Autor Kenneth M. Zeichner, Daniel P. Liston
en Limba Engleză Hardback – 12 mai 2013
This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers.

This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.
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Specificații

ISBN-13: 9780203822289
ISBN-10: 0203822285
Pagini: 1
Editura: Routledge
Seria Reflective Teaching and the Social Conditions of Schooling S

Cuprins

Contents: Series Preface. Preface. Understanding Reflective Teaching. Historical Roots of Reflective Teaching. Teachers' Practical Theories. Depicting and Connecting Teachers' Theories and Practices: The Stuff of Reflection. Traditions of Reflective Teaching. Further Exploring the Traditions.

Notă biografică

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 ߝ Research on Teaching and Teacher Education programs at the University of Colorado ߝ Boulder, USA.
 

Recenzii

 “ ... 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 

Descriere

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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.