Reflective Theory and Practice in Teacher Education / edited by Robyn Brandenburg, Kathryn Glasswell, Mellita Jones, Josephine Ryan.
Brandenburg, Robyn. editor.; Glasswell, Kathryn. editor.; Jones, Mellita. editor.; Ryan, Josephine. editor.
2017
LB1705-2286
Available Online

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Title Reflective Theory and Practice in Teacher Education / edited by Robyn Brandenburg, Kathryn Glasswell, Mellita Jones, Josephine Ryan.
ISBN 9789811034312
9811034311
9789811034299
981103429X
DOI https://doi.org/10.1007/978-981-10-3431-2
Published Singapore : Springer Singapore : Imprint: Springer, 2017.
Language English
Description 1 online resource (xxv, 284 pages) : illustrations.
Item Number 10.1007/978-981-10-3431-2 doi
Call Number LB1705-2286
Dewey Decimal Classification 370.711
Summary This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Added Author Brandenburg, Robyn. editor.
Glasswell, Kathryn. editor.
Jones, Mellita. editor.
Ryan, Josephine. editor.
Series Self study of teaching and teacher education practices ; 17.
Available in Other Form Print version: 9789811034299
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Section 1: Big Picture Perspectives on Reflective Practice
Chapter 1 Reflective Practice in Teacher Professional Standards: Reflection as Mandatory Practice
Chapter 2 Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education
Chapter 3 Let's Stay in the Swamp: Poststructural Feminist Reflective Practice
Chapter 4 Reflective Practice: Ancient Wisdom and Practice
Australian Indigenous Reflections in Teacher Education Shared Storying
Chapter 5 Critically Reflecting on Masculinity in Teacher Education through Narrative Self-Study
Section 2: Enacting Reflective Practice with Teacher Learners
Chapter 6 How do I know what I think I know? Teaching Reflection to Improve Practice
Chapter 7 Using Reflective Practice to Foster Confidence and Competence to Teach Literacy in Primary Schools
Chapter 8 Using Video for Teacher Reflection: Reading Clinics in Action
Chapter 9 Practicing Social Justice: Towards a Practice-Based Approach to Learning to Teach for Social Justice
Section 3: Enacting Reflection in Teacher Educator Practice
Chapter 10 Improving a School-Based Science Education Task using Critical Reflective Practice
Chapter 11 The Online Space: Developing Strong Pedagogy for Online Reflective Practice
Chapter 12 Using Critical incidents to reflect on Teacher Educator Practice
Chapter 13 Collaborative Supervision: Using Core Reflection to Understand our Supervision of Master's Projects
Section 4: Conclusion
Chapter 14 Towards Transformative Reflective Practice in Teacher Education.

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