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

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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

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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.

Developing Professional Practice 7-14
Developing Professional Practice 7-14

Author: Viv Wilson

Publisher: Routledge

Published: 2013-11-04

Total Pages: 743

ISBN-13: 1317864859

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Developing Professional Practice 7-14 provides a thoroughly comprehensive and cutting edge guide to developing the necessary knowledge, skills and understanding for teaching within the 7-14 age range. This book is designed to guide you through your initial teacher training programme, and on into the early stages of your career, with the aim of stimulating and supporting you in the process of developing your practice. A range of pedagogical features are provided in each chapter to encourage reflection, interaction and debate. Over to you features pose questions that will encourage you to examine your own knowledge, understanding and practical skills. Working in the Classroom features will help you to envisage how the material covered might impact on your classroom practice Case studies offer extended examples that help illustrate core concepts and theories in action. Controversy features provide in-depth discussion of issues that are ongoing causes for debate Research briefing boxes explore recent research studies, and explain their bearing on day to day practice Additional resources and support are provided via the Developing Professional Practice companion website, www.pearsoned.co.uk/7-14, where you can access additional self-study questions, case studies, interactive chapter-by-chapter tutorials, interviews with practitioners and students, and a glossary of key terms. Developing Professional Practice 7-14 is essential reading for anyone training to teach in primary or secondary schools, as well as those specialising in the middle years specifically. It will also prove an invaluable resource for all those already in the early stages of their careers.

Fostering Reflective Teaching Practice in Pre-Service Education
Fostering Reflective Teaching Practice in Pre-Service Education

Author: Djoub, Zineb

Publisher: IGI Global

Published: 2017-08-11

Total Pages: 389

ISBN-13: 1522529640

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As with any industry, the education sector often goes through frequent changes. It is every educator’s duty to keep up with these shifting requirements and alter their teaching style accordingly. Fostering Reflective Teaching Practice in Pre-Service Education is an essential reference source that provides a detailed analysis of the most efficient and effective ways for teachers to adapt to changes in their industry. Featuring relevant topics such as reflective teaching methodology, lifelong learning programs, pioneer service learning, and technology integration in education, this book is ideal for current educators, future teachers, academicians, students, and researchers that would like insight into the best practices for keeping up with the demanding changes in the education field.

Teaching and Learning Through Reflective Practice
Teaching and Learning Through Reflective Practice

Author: Tony Ghaye

Publisher: Routledge

Published: 2010-12-09

Total Pages: 221

ISBN-13: 1136842535

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This is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching.

Dynamic Learning Spaces in Education
Dynamic Learning Spaces in Education

Author: Veena Kapur

Publisher: Springer

Published: 2018-08-14

Total Pages: 389

ISBN-13: 9811085218

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This volume discusses the need for a major paradigm shift in educational practice in the current digital and globalized world. It establishes a bridge between theory and praxis and revisits the objectives of learning and its modalities within the context of a rapidly evolving global world order. This volume includes perspectives from different countries on creating a dynamic and adaptive education system that encourages creativity, leadership, flexibility, and working in virtual as well as inclusive environments. The four sections include chapters that discuss creating meaningful learning environments, preparing teachers for new age classrooms, the digital learning space, fostering change in classrooms, and importantly also includes cases and experiments from schools. The authors are teacher educators, teachers and researchers, and each chapter, while being deeply rooted in theory, is juxtaposed with informed practice, making the suggestions easy to implement in different settings. This is an important resource for researchers and practitioners associated with education systems in creating engaging, meaningful and future-ready education practices.

Teacher Education Policy
Teacher Education Policy

Author: Rob McBride

Publisher: Routledge

Published: 2003-12-16

Total Pages: 323

ISBN-13: 1135717877

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To improve schools we need to improve teachers. This volume provides recent research evidence that suggests that current education policy is not Promoting Effective Teacher Education And That Teacher Education Policy has: failed to support the formation of professional partnerships in initial teacher education; has almost ignored the induction of newly qualified teachers; and has narrowed in-service education into support for the implementation of central policy.; The evidence gathered in this book is used to argue for new forms of teacher education in every phase, built upon the foundation of professional partnership between schools and institutions of higher education. It is suggested that the funding for such changes could be drawn from less effective forms of school improvement, such as National Curriculum development and school inspection. With the implementation of such changes, it is argued, good quality teacher education programmes would prosper and foster a broad concensus about educational development that is often absent.

Interactive Teaching In The Primary School
Interactive Teaching In The Primary School

Author: Moyles, Janet

Publisher: McGraw-Hill Education (UK)

Published: 2003-04-01

Total Pages: 242

ISBN-13: 0335212131

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* What is 'interactive teaching' in primary classrooms? * What do primary teachers and children do to interact effectively? * Are there benefits in such interactions to both teaching and learning? A research partnership of tutors and teachers strives towards answers to these key questions. This book is the story of this intriguing and exciting research project. The authors examine the practical and theoretical aspects that are key to understanding and undertaking interactive teaching in primary classrooms. The project is unique in using its own interactive processes, 'Reflective Dialogues', to help teachers make sense of their own teaching. This process includes capturing and analysing classroom sessions on video; and cameos of these classroom interactions are discussed throughout the book. The research context is the Literacy Hour in Key Stages 1 and 2. This new title is key reading for academics, researchers, teacher educators, policymakers and primary school teachers.

Language Teacher Education
Language Teacher Education

Author: Jon Roberts

Publisher: Routledge

Published: 2016-04-29

Total Pages: 357

ISBN-13: 1317836367

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'Language Teacher Education' is an introduction to language teacher training and development for teachers and providers in pre-service and in-service programmes. The text outlines the main theories of human learning and applies them to teacher education. Based on a broadly social constructivist perspective, it suggests a framework for planning pre-service and in-service programmes, and is illustrated both with case studies from a range of training situations around the world and appendices containing teacher education materials. Language Teacher Education is intended to inform readers' practical decisions and to help them build their own theories of teacher learning.