Developing and Supporting Critically Reflective Teachers : Diverse Perspectives in the Twenty-First Century / edited by Frank Hernandez and Rachel Endo ; foreword by H. Richard Milner IV.
Hernandez, Frank.; Endo, Rachel K.
2017
LB1025.3
Available Online

Linked e-resources

Linked Resource Online Access

Details

Title Developing and Supporting Critically Reflective Teachers : Diverse Perspectives in the Twenty-First Century / edited by Frank Hernandez and Rachel Endo ; foreword by H. Richard Milner IV.
ISBN 9789463009867 (electronic book)
9463009868 (electronic book)
DOI https://doi.org/10.1007/978-94-6300-986-7
Published Netherlands : SensePublishers, 2017.
Copyright ©2017
Language English
Description 1 online resource (xii, 112 pages)
Item Number 10.1007/978-94-6300-986-7 doi
Call Number LB1025.3
Dewey Decimal Classification 371.102
Summary This collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Source of Description Online resource; title from PDF title page (EBSCO, viewed April 24, 2017).
Added Author Hernandez, Frank.
Endo, Rachel K.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
All Resources
TABLE OF CONTENTS; FOREWORD; REFERENCE; ACKNOWLEDGEMENTS; From Frank Hernandez; From Rachel Endo; 1. DEVELOPING AND SUPPORTING CRITICALLY REFLECTIVE TEACHERS; INTRODUCTION; DEVELOPING CRITICALLY REFLECTIVE TEACHERS; CREATING A DISTINCT EXPERIENCE FOR BEGINNING TEACHERS; FRAMEWORK AND METHOD; CRITICAL REFLECTION AS SOCIALLY RESPONSIBLE PRACTICE; A BRIEF NOTE ON TERMINOLOGY; REFERENCES; 2. CRITICAL REFLECTION: Making Connections to Past Experiences; INTRODUCTION; A CRITICAL INCIDENT-LEARNING ABOUT RACIAL IDENTITY; HOW MY IDENTITY AS A WHITE TEACHER INFLUENCES MY TEACHING; WHY RACE MATTERS.

AUTHENTIC LEARNING: WHAT I SHOULD HAVE DONE WITH TONYHOW CRITICAL REFLECTION HAS CHANGED MY TEACHING; REFERENCES; 3. CELEBRATING "NOT THE WAY TO SAY IT": Embracing Students as Critical Thinkers and Writers; INTRODUCTION; NO SECRETS ALLOWED; SPILLING OUR HEARTS OUT ON PAPER; CONCLUSION; REFERENCES; 4. A JOURNEY TOWARD CRITICAL REFLECTION: Into the World of Culturally Responsive Teaching; INTRODUCTION; BECOMING WHITE; GAINING PERSPECTIVES ON POWER AND PRIVILEGE AS A WHITE WOMAN; INTERROGATING ASSUMPTIONS AND EXPECTATIONS; WHITE TEACHERS RECOGNIZING OUR UN/CONSCIOUS BIASES.

"DOING" THE WORK OF CULTURALLY RESPONSIVE PRACTICEFINAL THOUGHS; REFERENCES; 5. TEACHING TO CHANGE OURSELVES AND OUR SOCIETY; INTRODUCTION; WHAT (AND WHO) IS EDUCATION REALLY FOR?; CHALLENGES AND RESISTANCE TO SOCIAL CHANGE; CREATING AFFIRMING, TRANSFORMING, AND VALIDATING SPACES; CONCLUSION; REFERENCES; 6. FOSTERING A GROWTH MINDSET; INTRODUCTION; MY JOURNEY; FROM THEORY TO PRACTICE: FOSTERING A GROWTH MINDSET IN THE CLASSROOM; CONCLUSION; REFERENCES; 7. HOME VISITS, CRITICAL REFLECTION, AND OTHER VALUABLE LESSONS: Becoming a Culturally Competent Teacher; INTRODUCTION.

LEARNING ABOUT OTHERS AND SELF THROUGH STORIESMY JOURNEY AND STORY; UNDERSTANDING CULTURAL CONTEXTS; PREPARING FOR HOME VISITS; THE HOME VISITS-IN SOCIOCULTURAL CONTEXTS; HOW HOME VISITS IMPACTED MY TEACHING: CRITICAL REFLECTIONS; CONCLUSION; REFERENCES; 8. IMPLICATIONS FOR PRACTICE AND THEORY; TEACHING IN AN INCREASINGLY COMPLEX AND CONTESTED LANDSCAPE; EMERGENT THEMES; THE NEED TO TRANSFORM TEACHER EDUCATION; Frank; Rachel; FUTURE DIRECTIONS AND DISCUSSIONS; GUIDING QUESTIONS FOR TEACHER-PREPARATION PROGRAMS; GUIDING QUESTIONS FOR DISTRICTS AND SCHOOLS; FINAL REMARKS; REFERENCES.

ADDITIONAL READINGSAchievement and Opportunity; Critical Studies of Ethnicity and Race; Curriculum and Instruction; Language and Literacy Education; Identity and Intersecting Identities; Reflective Practice.

Browse Subjects

Show more subjects...

Statistics

from
to
Export