Hugh Munby

Teachers And Teaching (eBook, ePUB)

From Classroom To Reflection
Redaktion: Russell, Tom

• Format: ePub

Produktbeschreibung

This work offers a new analysis of reflection and of the significance of framing in teachers' thinking. The book encapsulates recent developments in the field in the UK, USA, Canada and Australia. Case studies and research results are cited in support of the reflective process.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 228
• Erscheinungstermin: 2. August 2004
• Englisch
• ISBN-13: 9781135723323
• Artikelnr.: 49986729

Autorenporträt

Tom Russell (Queen's University, Canada) (Edited by), Hugh Munby (Edited by)

Inhaltsangabe

Part 1 Setting the stage: frames of reflection - an introduction, Hugh
Munby and Tom Russell; the significance of teachers' frames for teaching,
Douglas Barnes. Part 2 Reflection in teaching: collaborative reflection,
systematic enquiry, better teaching, John R. Baird; a cognitive analysis of
patterns in science instruction by expert and novice teachers, Hilda Borko
et al. Part 3 Reflection in cases of teaching: philosophical, subject
matter, and classroom understandings - a case of history teaching, Brent
Kilbourn; transforming chemistry research into chemistry teaching - the
complexities of adopting new frames for experience, Hugh Munby and Tom
Russell; creating cases for the development of teacher knowledge, Kathy
Carter. Part 4 Narrative in reflection: narrative and story in teacher
education, D. Jean Clandinin; teaching for reflection - being reflective,
Antoinette A. Oberg and Sibylle Artz. Part 5 Reflection in the context of
teacher education: practitioner research and programmes of initial teacher
education, Jean Rudduck; the content of students teachers' reflections
within different structures for facilitating the reflective process, Anna
E. Richert; the roles of reflective practice and foundational disciplines
in teacher education, Allan MacKinnon and Gaalen R. Erickson.

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Part 1 Setting the stage: frames of reflection - an introduction, Hugh Munby and Tom Russell; the significance of teachers' frames for teaching, Douglas Barnes. Part 2 Reflection in teaching: collaborative reflection, systematic enquiry, better teaching, John R. Baird; a cognitive analysis of patterns in science instruction by expert and novice teachers, Hilda Borko et al. Part 3 Reflection in cases of teaching: philosophical, subject matter, and classroom understandings - a case of history teaching, Brent Kilbourn; transforming chemistry research into chemistry teaching - the complexities of adopting new frames for experience, Hugh Munby and Tom Russell; creating cases for the development of teacher knowledge, Kathy Carter. Part 4 Narrative in reflection: narrative and story in teacher education, D. Jean Clandinin; teaching for reflection - being reflective, Antoinette A. Oberg and Sibylle Artz. Part 5 Reflection in the context of teacher education: practitioner research and programmes of initial teacher education, Jean Rudduck; the content of students teachers' reflections within different structures for facilitating the reflective process, Anna E. Richert; the roles of reflective practice and foundational disciplines in teacher education, Allan MacKinnon and Gaalen R. Erickson.