Reflective Teaching

An Introduction
2. Auflage 2013
ISBN: 978-0-415-82661-7
Verlag: Routledge

Buch, Englisch, 144 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 220 g

Reihe: Reflective Teaching and the Social Conditions of Schooling Series

This popular text provides a clear, succinct explanation of how reflection is integral to teachers’ understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Readers are encouraged to examine their own assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of both this book, and of all of the volumes in the "Reflective Teaching and the Social Conditions of Schooling" series, is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers.

Autoren/Hrsg.

Zeichner, Kenneth M.

Liston, Daniel P.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

CONTENTS

SERIES PREFACE
Introduction
Examining the Social Conditions of Schooling
Understanding and Examining Personal Beliefs about Teaching and Schooling
About the Books in this Series
Series Acknowledgments

PREFACE

Acknowledgements

1. UNDERSTANDING REFLECTIVE TEACHING

An Initial Distinction: Reflective Teaching and Technical Teaching
On Reflective Teaching
The Bandwagon of Reflective Teaching

2. HISTORICAL ROOTS OF REFLECTIVE TEACHING

Introduction
Dewey’s Contribution: What is Reflective Teaching?
Openmindedness
Responsibility
Wholeheartedness
Reflection and the Pressures of Teaching
Schon: “Reflection-on-Action” and “Reflection-in-Action”
Framing and Reframing Problems
Criticisms of Schon’s Conception
Reflection: A Singular or Dialogical Activity
Reflection as Contextual
Summary

3. TEACHERS' PRACTICAL THEORIES
Introduction
Handal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical Theories
Personal Experience
Transmitted Knowledge
Values
Summary

4. THE STUFF OF REFLECTION

Introduction
Teaching as emotional labor
Thinking and Feeling
Metaphors and Images in Teacher
Enabling Reflection on Teaching
Conclusion

5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS

Introduction
Teachers, Traditions, and Teaching
The Progressive Tradition
The Conservative Tradition
Core Knowledge – E. D. Hirsch
Higher Learning
The Social Justice Tradition
The Spiritual-Contemplative Tradition
Conclusion

6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING

Introduction
The Teaching Self
Attending to Students
The Context of Schooling
The Social Conditions of Schooling
Engaging Community and Difference
One Last Vignette
Concluding Thoughts.

Appendix A

References

Über Autor(innen)

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.

Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction – Research on Teaching and Teacher Education programs at the University of Colorado – Boulder, USA.