Reconceptualising Reflection in Reflective Practice

Voices from Malaysian Educators
1. Auflage 2024
ISBN: 978-1-032-44846-6
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 120 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 150 g

Reihe: Routledge Research in Education

This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.

The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.

The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Mohamed, Misrah

Rashid, Radzuwan Ab

Fachgebiete

• Geisteswissenschaften Geschichtswissenschaft Weltgeschichte & Geschichte einzelner Länder und Gebietsräume Geschichte einzelner Länder Asiatische Geschichte
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

1. Conceptualising the Complexity of Reflection for Effective Reflective Practice

2. Discursive Negotiation of Pedagogical Identities across Diverse Settings

3. The Formation and Development of Teacher Cognition

4. Experiencing Teaching in the United Kingdom

5. Teachers’ Beliefs and Opportunities in Light of the Curriculum Reform in Malaysian Classrooms

6. Experiencing Blended Language Learning in Malaysia Public Higher Education Institution

7. Lessons Learned from Navigating e-Campus UMK

Über Autor(innen)

Misrah Mohamed is Academic Developer at the University of West London, United Kingdom. She holds a PhD in Education from the University of Warwick, an MEd in Teaching English as a Second Language (TESL) from the National University of Malaysia and a BEd in TESL from the Universiti Putra Malaysia.

Radzuwan Ab Rashid is Associate Professor of Education and Discourse Studies at Universiti Sultan Zainal Abidin, Malaysia. He obtained his PhD in Education from the University of Nottingham, United Kingdom, and completed his postdoctoral fellowship at the University of Leeds exploring Applied Linguistics in an educational context.