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  • Add to CartPaperback: $34.95
    978-0-415-82661-7
    August 2nd 2013
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    978-0-415-82660-0
    November 20th 2013

Description

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). Throughout the text the reader is encouraged to examine his/her assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of this book 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.

New in the Second Edition: Underscores use of critical educational texts and film to encourage reflection; highlights emotional features of teaching and reflection; addresses spiritual/contemplative domains in educational traditions; Companion Website.

Author Bio

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington. His research has examined different aspects of teacher education in the U.S.A. and beyond. For many years, he has been focusing on understanding the historical trajectories of different approaches to improving teacher education and on elaborating the underlying assumptions, program elements, and consequences of different approaches to social justice oriented teacher education.

Daniel P. Liston is professor of education in the educational foundations policy and practice program, and the instruction and curriculum in the content areas program. Professor Liston's research interests include curriculum theory, teacher education, and radical educational theory. Specifically he has explored the various beliefs about and justifications for distinct curricula; he provides articulations for and critiques of teacher education; and he examines the varieties of radical educational theory. Recently Professor Liston has begun to explore the various ways reason and emotion interact to affect the practice of teaching and the education of teachers. His teaching interests focus on curriculum theory, the social and political foundations of schooling, and radical educational critiques and proposals.

Name: Reflective Teaching: An Introduction, 2nd Edition (eBook)Routledge 
Description: By Kenneth M. Zeichner, Daniel P. Liston. 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...
Categories: Teachers & Teacher Education, Curriculum Studies, Classroom Practice