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Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.
I commend this quality publication as a way for professional educators to analyse and work towards researching their work to develop and encourage reflective professionals to engage in critical reflection throughout their entire career. As part of this process professional educators need work towards constructing educational systems that build in the time and place for dialogic spaces for educators to explore, share and develop reflective practitioners to work collaboratively to enhance student learning and teacher performance.
A real must for all participants in the enhancement and innovation of education today and tomorrow.
Chapter 1 Introduction Part 2 Section I: Teacher Reflectivity in Theory and Research Chapter 3 Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance Chapter 4 Purposes and Practices of Reflectivity in Teacher Development Chapter 5 Reflection as a Social Problem-Solving Process Chapter 6 The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum Part 7 Section II: Teacher Reflectivity in Teacher Education Programs Chapter 8 Effective Teacher Preparation: Working to Change Dispositions in New Teachers Chapter 9 Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking:A Review of Discourses Chapter 10 What We Know and Don't Know about Teacher Reflection Chapter 11 Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model Part 12 Section III: Teacher Reflectivity with Teacher Candidates Chapter 13 Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts Chapter 14 Teacher Reflectivity: Importance, Origins, and Tools to Facilitate Chapter 15 Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program Part 16 Section IV: Teacher Reflectivity in Schools and Classrooms Chapter 17 Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice Chapter 18 The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime Chapter 19 Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice Chapter 20 The Role of Professional Teaching Standards in Teacher Reflection Part 21 Section V: Teacher Reflectivity and International Perspectives Chapter 22 Lesson-based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups Chapter 23 Teacher Reflection: What It Is and What It Does Chapter 24 The Meno Paradox of Teaching Reflection in Teacher Education Part 25 Afterword
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