Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (eBook, PDF)

Redaktion: Amzat, Ismail; Padilla-Valdez, Nena

• Format: PDF

Produktbeschreibung

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. It provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 264
• Erscheinungstermin: 14. Juni 2017
• Englisch
• ISBN-13: 9781315397696
• Artikelnr.: 48569456

Autorenporträt

Ismail Hussein Amzat is a Visiting Senior Lecturer at the School of Education, College of Arts and Sciences, Universiti Utara Malaysia, Malaysia. Nena Padilla-Valdez is a Visiting Professor at the School of Business and Management, President University, Indonesia

Inhaltsangabe

Part 1: Reflective Practice in the 21st Century
1. Reflective Practices in the 21st Century: Movement from 3R'S to 4C'S in
the Teaching Profession
2. Reflections on being and becoming in Continuous Teacher Professional
Development (CTPD)
3. Reflective Teacher Preparation in the Context of Inclusive Classroom
4. A Reflective Practice Approach: Re-imagining teachers' continuing
Professional Development
5. Developing Critical Reflection: Promise and Potential for Enhancing
Teachers' Learning and Professional Practice
6. Erasing the Blind Spots: Reflective Teachers and Diverse Classrooms in
the United States
7. Principal Instructional Leadership Practice and its Effect on Teachers'
Reflective Practices: Indicators for best Classroom Practices
8. Who is the Best Teacher?: Reflections by Kwazulu Natal teachers, South
Africa
9. Teachers' Reflective Practices within a Gulf Cooperation Council
Context: Knowledge, Beliefs and Challenges
Part 2: Teacher's Knowledge in Inclusive practices
10. Supporting Inservice Teachers' of English Learners and Their
Development of an Asset-based Framework through Community Asset Maps and
Oral Histories in the U.S.
11. Empowering Culturally Foreign Teachers by Fostering Cultural Competence
12. Creating a Responsive Teaching Climate for Diversity and Inclusivity
13. Essential Technology Skills for 21st Century Teacher Inclusive
Strategies
14. Teachers' Perceptions on Inclusive Education: The Effect of Knowledge
and Experience
15. A Resilience-based Program to promote Reflective and Inclusive teaching
practices in Greece during Austerity
16. Promoting culturally Responsiveness and Multicultural Competency
through the classroom experience of teachers in Hong Kong schools
17. Teacher Inclusive Practices in the Light of Changing Pedagogical
Techniques in Higher Education
18. Aligning Pedagogical Practices with Inclusive & Reflective Practices to
improve Literacy among the Orang Asli (Indigenous People) in Malaysia
19.Repositioning the Inclusive Perspectives in Globalized Schools Through
Advocacy Optimization of Reflective Practitioners
20. Teacher Professional Literacy Needs: Empowering Students from Minority
or less Privileged groups