Conceptualising Reflection In Teacher Development
Conceptualising Reflection In Teacher Development

Author: James Calderhead

Publisher: Routledge

Published: 2003-09-02

Total Pages: 179

ISBN-13: 1135721939

DOWNLOAD EBOOK

Reflection has become widely recognised as a crucial element in the professional growth of teachers. Terms such as 'reflective teaching', 'enquiry orientated teacher education', 'teachers as researchers' and 'reflective practitioner' have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and considering its contributions to teacher education. The papers range across different stages of professional development, some focusing in particular on pre-service education, others on in-service or professional development generally. Some of the papers are concerned with particular strategies for promoting reflection and how they might operate in a teacher education context, others dwell more upon a theoretical appreciation of how reflection facilitates in the processes of professional development, and how it relates to issues of quality in teacher education.

Conceptualising Reflection In Teacher Development
Conceptualising Reflection In Teacher Development

Author: James Calderhead

Publisher: Routledge

Published: 2003-09-02

Total Pages: 317

ISBN-13: 1135721920

DOWNLOAD EBOOK

Reflection has become widely recognised as a crucial element in the professional growth of teachers. Terms such as 'reflective teaching', 'enquiry orientated teacher education', 'teachers as researchers' and 'reflective practitioner' have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and considering its contributions to teacher education. The papers range across different stages of professional development, some focusing in particular on pre-service education, others on in-service or professional development generally. Some of the papers are concerned with particular strategies for promoting reflection and how they might operate in a teacher education context, others dwell more upon a theoretical appreciation of how reflection facilitates in the processes of professional development, and how it relates to issues of quality in teacher education.

Teacher Learning and Development
Teacher Learning and Development

Author: Peter Aubusson

Publisher: Springer Science & Business Media

Published: 2008-07-14

Total Pages: 279

ISBN-13: 1402046235

DOWNLOAD EBOOK

This book synthesises current practice and research developments from internationally recognised scholars and practitioners, to provide theoretical and practical knowledge which informs teacher education, development and professional learning. Sections in the book include: the role and significance of learning relationships; emerging dilemmas and challenges; and processes of self-study in teacher education. Throughout the book, self-study contributions highlight the complexity, challenges, struggles, solutions and successes in teacher education experience. They foreshadow exciting developments for further research. Accordingly, the book is likely to appeal to a wide audience of educators – including education academics, teachers, student teachers and researchers.

Conceptualizing Reflection in Teacher Development
Conceptualizing Reflection in Teacher Development

Author: James Calderhead

Publisher: Routledge

Published: 1993

Total Pages: 172

ISBN-13: 9780750701235

DOWNLOAD EBOOK

Highlights popular debates about the contribution of reflection to teacher education and emphasizes the role of the mentor in facilitating teachers' professional development. Each chapter is concerned with exploring the concept of reflection and considering its contributions to teacher education.

Developing Reflective Practice
Developing Reflective Practice

Author: J. John Loughran

Publisher: Routledge

Published: 2002-11-01

Total Pages: 214

ISBN-13: 1135717230

DOWNLOAD EBOOK

This text presents a research study into the development of reflective practitioners in a pre-service teacher education programme. The teacher educator in the study modelled his own reflections on practice in the hope that it would help students to apply reflection to their own teaching.; The results of the author's research demonstrate that reflection on practice occurs in three distinct periods: before anticipatory, during contemporaneous and after retrospective a pedagogical experience. The book concludes that when student teachers' own learning situations, both within their university coursework and their school experiences, become the focus for their learning about teaching and learning, their understanding of, and practice in, teaching is enhanced.

Practical Knowledge in Teacher Education
Practical Knowledge in Teacher Education

Author: Javier Calvo de Mora

Publisher: Routledge

Published: 2014-06-05

Total Pages: 264

ISBN-13: 1317803337

DOWNLOAD EBOOK

In Practical Knowledge in Teacher Education, expert contributors from across Asia and Europe explore and reflect upon the innovation and creativity in teacher education programs. Specific focus is given to the internships that provide students an opportunity for intensive, hands-on experience in schools. Different approaches to internship provide comprehensive information on a diversity of ways of organising and managing internship programmes within teacher education courses, and equip future teachers with real-world knowledge within a global context. This book focuses on approaches to internship in teacher education programmes in Europe and Asia. It explores the idea that a consideration of the rich variation in approaches and experience across Eurasia will foreground critical aspects of successful internship. Each chapter provides a different focus from Asian and European perspectives on aspects of the teacher education practicum or internship, and what can be learned from school placement. This book is an invaluable resource for all those involved in teacher education, educational policy and anyone who has a stake in ensuring effective teacher education for the 21st century. It offers a far reaching overview of the teacher internship phase across a number of countries, and contributes to identifying distinctive features of teacher education in European and Asian universities.