This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.
This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Edward Pultorak is currently on faculty in the Department of Curriculum and Instruction at Southern Illinois University Carbondale. He has authored over fifty-five publications, including articles in Kappan, Journal of Teacher Education, and Action in Teacher Education, and he currently serves as coeditor for Critical Issues in Teacher Education.
Inhaltsangabe
Chapter 1 Introduction Part 2 Section I: Teacher Reflectivity in Theory and Research Chapter 3 Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance Chapter 4 Purposes and Practices of Reflectivity in Teacher Development Chapter 5 Reflection as a Social Problem-Solving Process Chapter 6 The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum Part 7 Section II: Teacher Reflectivity in Teacher Education Programs Chapter 8 Effective Teacher Preparation: Working to Change Dispositions in New Teachers Chapter 9 Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking:A Review of Discourses Chapter 10 What We Know and Don't Know about Teacher Reflection Chapter 11 Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model Part 12 Section III: Teacher Reflectivity with Teacher Candidates Chapter 13 Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts Chapter 14 Teacher Reflectivity: Importance, Origins, and Tools to Facilitate Chapter 15 Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program Part 16 Section IV: Teacher Reflectivity in Schools and Classrooms Chapter 17 Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice Chapter 18 The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime Chapter 19 Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice Chapter 20 The Role of Professional Teaching Standards in Teacher Reflection Part 21 Section V: Teacher Reflectivity and International Perspectives Chapter 22 Lesson-based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups Chapter 23 Teacher Reflection: What It Is and What It Does Chapter 24 The Meno Paradox of Teaching Reflection in Teacher Education Part 25 Afterword
Chapter 1 Introduction Part 2 Section I: Teacher Reflectivity in Theory and Research Chapter 3 Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance Chapter 4 Purposes and Practices of Reflectivity in Teacher Development Chapter 5 Reflection as a Social Problem-Solving Process Chapter 6 The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum Part 7 Section II: Teacher Reflectivity in Teacher Education Programs Chapter 8 Effective Teacher Preparation: Working to Change Dispositions in New Teachers Chapter 9 Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking:A Review of Discourses Chapter 10 What We Know and Don't Know about Teacher Reflection Chapter 11 Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model Part 12 Section III: Teacher Reflectivity with Teacher Candidates Chapter 13 Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts Chapter 14 Teacher Reflectivity: Importance, Origins, and Tools to Facilitate Chapter 15 Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program Part 16 Section IV: Teacher Reflectivity in Schools and Classrooms Chapter 17 Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice Chapter 18 The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime Chapter 19 Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice Chapter 20 The Role of Professional Teaching Standards in Teacher Reflection Part 21 Section V: Teacher Reflectivity and International Perspectives Chapter 22 Lesson-based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups Chapter 23 Teacher Reflection: What It Is and What It Does Chapter 24 The Meno Paradox of Teaching Reflection in Teacher Education Part 25 Afterword
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