Examining and Facilitating Reflection to Improve Professional Practice

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Overview

Examining and Facilitating Reflection to improve Professional Practice is specifically designed and organized to be used throughout a teacher-education program from an introductory foundations course, continuing through content-specific methods classes to graduate-level theory seminars, and, ultimately, to professional development workshops. The authors provide a method for directly instructing students on the practice of reflection-that reflection is simply more than keeping a journal or summarizing the days' activities-and the understanding and identification of developmental phases of reflection. Closely aligned with the reflections standard set by INTASC, NCATE, and NBPST, this book is essential as universities and colleges seek to have reflection as a standard skill set for classroom teachers and educational administrators.

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Editorial Reviews

Terrell A. Young
This book is timely, extremely powerful, and perfectly complements standards-based teacher education programs. Undergraduate education students are frequently asked to reflect on their reading, learning, and planning but they do not fully know how to do so. Examining and Facilitating Reflection to Improve Professional Practice will help these students to more fully understand and experience the transformative power of reflection in their education, careers, and lives.
Donna L. Wiseman
This text will guide its readers to more and more complex reflective activities that can be used throughout the many stages of educational careers. The informational content will contribute to teacher professional development by building upon learned skills that prepare educators to consider the impact of reflection on their practice and professional lives. Approaching reflection as a holistic, developmental process is the strength of the text.
Dixie L. Dennis
What a well-written, timely, and easy-to-read book to help educators and students-undergraduate and graduate across disciplines-strengthen their reflective thought. Without a doubt, this book, written by experts in the field, will be a reader and keeper for students, scholars, leaders, and teachers as they strive to improve their professional practice.
Kathy Brashears
This book is a much needed resource in helping professionals understand the value and practicality of reflection to improve performance. By making the steps of reflection explicit, teachers will be better able to model the process for their students, apply their newly discovered insights to instruction, and more fully address related standards.
Hilda Rosselli
This text does a nice job of incorporating new technology tools into the process of reflection as well as providing realistic case studies for practice and reminding us how the act of reflection aligns with professional teaching standards.
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Product Details

  • ISBN-13: 9781442204447
  • Publisher: The Rowman & Littlefield Publishing Group Inc
  • Publication date: 9/16/2010
  • Edition description: New Edition
  • Pages: 134
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.31 (d)

Meet the Author

Ann Harris is a professor of education at Austin Peay State University. She has taught in the public schools prior to receiving her doctoral degree and master's degree from the University of Memphis. She is a reading specialist and has taught methods classes at the undergraduate and graduate levels. Benita Bruster is an assistant professor at Austin Peay State University, College of Education, Department of Teaching and Learning. She teaches courses in literacy, curriculum and instruction, and assessment and evaluation at the graduate and undergraduate levels. Barbara Peterson is an assistant professor of education at Austin Peay State University. She has taught in the public schools prior to receiving her doctoral degree and master's degree from Northern Illinois University. She is coordinator of clinical teaching and has taught classes at the undergraduate and graduate levels, as well as online courses. Tammy Shutt is an associate professor in Educational Leadership Studies at Austin Peay State University. She currently teaches courses in educational leadership, educational research, and statistics at the graduate levels.

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Table of Contents

Forword ix

Preface xiii

1 Perspectives and Implications for Reflective Practice 1

2 Considerations for Reflective Thinking 13

3 Becoming Critically Reflective 35

4 Reflection Using the Emerging Technologies 47

5 Language and Dialogue to Enhance Reflection 63

6 Critical Thinking Enhancing Phases of Reflection 77

7 Reflection and Leadership 97

Subject Index 111

About the Author 115

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