Amzat / Valdez / Padilla-Valdez Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

Erscheinungsjahr 2017
ISBN: 978-1-315-39768-9
Verlag: Taylor & Francis
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 264 Seiten

Reihe: Routledge Research in Education

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.

Autoren/Hrsg.

Amzat, Ismail Hussein

Amzat, Ismail

Valdez, Nena P.

Padilla-Valdez, Nena

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

PART 1: REFLECTIVE PRACTICE IN THE 21ST CENTURY
1. Reflective Practices in the 21st Century: Movement from 3R’S to 4C’S in the Teaching Profession (Grace Chibiko Offorma and Carol Adaku Obiefuna)

2. Reflections on being and becoming in Continuous Teacher Professional Development (CTPD) (Victor J. Pitsoe and Matsephe M. Letseka)

3. Reflective Teacher Preparation in the Context of Inclusive Classroom (Elizabeth Kuruvilla)

4. A Reflective Practice Approach: Re-imagining teachers’ continuing Professional Development (Taole M.J.and Mawela AS)

5. Developing Critical Reflection: Promise and Potential for Enhancing Teachers’ Learning and Professional Practice (Govinda Ishwar Lingam and Narsamma Lingam)

6. Erasing the Blind Spots: Reflective Teachers and Diverse Classrooms in the United States (Lynne Masel Walters, Martha R. Green and Timothy N. Walters)

7. Principal Instructional Leadership Practice and its Effect on Teachers’ Reflective Practices: Indicators for best Classroom Practices (Ismail Hussein Amzat)

8. Who is the Best Teacher?: Reflections by Kwazulu Natal teachers, South Africa (Sitwala Namwinji Imenda)

9. Teachers’ Reflective Practices within a Gulf Cooperation Council Context: Knowledge, Beliefs and Challenges (Michael H. Romanowski, Nora Merounani and Chris Diane Coughlin)

Part 2: Teacher’s Knowledge in Inclusive practices
10. Supporting Inservice Teachers’ of English Learners and Their Development of an Asset-based Framework through Community Asset Maps and Oral Histories in the U.S. (Felice Atesoglu Russell and Amanda Richey)

11. Empowering Culturally Foreign Teachers by Fostering Cultural Competence (Lydia Barza)

12. Creating a Responsive Teaching Climate for Diversity and Inclusivity (Taole M.J. and Nkalane Patience)

13. Essential Technology Skills for 21st Century Teacher Inclusive Strategies (Byabazaire Yusuf)

14. Teachers’ Perceptions on Inclusive Education: The Effect of Knowledge and Experience (Nataly Loizidou Ieridou)

15.A Resilience-based Program to promote Reflective and Inclusive teaching practices in Greece during Austerity (Elias E. Kourkoutas, Angie Hart, Ulrike Graaf and Wassilis Kassis)

16. Promoting culturally Responsiveness and Multicultural Competency through the classroom experience of teachers in Hong Kong schools (Ming-tak Hue)

17. Teacher Inclusive Practices in the Light of Changing Pedagogical Techniques in Higher Education (Atieno Kili K’Odhiambo)

18. Aligning Pedagogical Practices with Inclusive & Reflective Practices to improve Literacy among the Orang Asli (Indigenous People) in Malaysia (Hariharan N.Krishnasamy)

19. Repositioning the Inclusive Perspectives in Globalized Schools Through Advocacy Optimization of Reflective Practitioners (Nena Padilla-Valdez, Rosna Awang-Hashim and Eunice Miguel- Aclan)

20. Teacher Professional Literacy Needs: Empowering Students from Minority or less Privileged groups (Hariharan N.Krishnasamy)

Über Autor(innen)

Ismail Hussein Amzat is a Visiting Senior Lecturer at the School of Education, College of Arts and Sciences, Universiti Utara Malaysia, Malaysia.

Nena Padilla-Valdez is a Visiting Professor at the School of Business and Management, President University, Indonesia