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Reflective Teaching: An Introduction 2nd edition [Hardback]

3.52/5 (56 ratings by Goodreads)
(University of Colorado at Boulder, USA), (University of Washington, USA)
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Reflective Teaching: An Introduction 2nd editionPalielināt
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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.

Recenzijas

... 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

Series Preface ix
Introduction ix
Impacts of the Social Conditions of Schooling x
Examining the Social Conditions of Schooling xii
Understanding and Examining Personal Beliefs About Teaching and Schooling xiv
About the Books in This Series xiv
Series Acknowledgments xv
Preface xvii
Acknowledgments xix
1 Understanding Reflective Teaching
1(8)
An Initial Distinction: Reflective Teaching and Technical Teaching
1(3)
On Reflective Teaching
4(3)
The Bandwagon of Reflective Teaching
7(2)
2 Historical Roots of Reflective Teaching
9(16)
Introduction
9(1)
Dewey's Contribution: What Is Reflective Teaching?
9(4)
Openmindedness
11(1)
Responsibility
11(1)
Wholeheartedness
12(1)
Reflection and the Pressures of Teaching
13(2)
Schon: "Reflection-on-Action" and "Reflection-in-Action"
15(4)
Framing and Reframing Problems
17(2)
Criticisms of Schon's Conception
19(5)
Reflection: A Singular or Dialogical Activity
19(1)
Reflection as Contextual
20(4)
Summary
24(1)
3 Teachers' Practical Theories
25(11)
Introduction
25(1)
Handal and Lauvas' Framework for Understanding the Source of Teachers' Practical Theories
26(9)
Personal Experience
27(3)
Transmitted Knowledge
30(2)
Values
32(3)
Summary
35(1)
4 The Stuff of Reflection
36(14)
Introduction
36(1)
Teaching as Emotional Labor
37(2)
Thinking and Feeling
39(4)
Metaphors and Images in Teacher
43(3)
Enabling Reflection on Teaching
46(3)
Summary
49(1)
5 Reflective Teaching and Educational Traditions
50(27)
Introduction
50(1)
Teachers, Traditions, and Teaching
51(2)
The Progressive Tradition
53(5)
The Conservative Tradition
58(7)
Core Knowledge---E. D. Hirsch
59(2)
Higher Learning
61(4)
The Social Justice Tradition
65(5)
The Spiritual-Contemplative Tradition
70(6)
Summary
76(1)
6 Self, Student, and Context in Reflective Teaching
77(22)
Introduction
77(1)
The Teaching Self
78(4)
Attending to Students
82(5)
The Context of Schooling
87(10)
The Social Conditions of Schooling
87(3)
Engaging Community and Difference
90(6)
One Last Vignette
96(1)
Concluding Thoughts
97(2)
Appendix A 99(8)
Notes 107(2)
References 109(6)
Index 115
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.