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    978-0-415-82661-7
    August 1st 2013
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    978-0-415-82660-0
    November 19th 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). 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.

Reviews

“ … a concise introduction to teacher reflection, examining the foundations and purposes of teachers’ reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching.”

Melanie Shoffner, Purdue University, USA

“Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded.”

Daniel Friedrich, Teachers College, Columbia University, USA

Contents

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

Author Bio

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.

Name: Reflective Teaching: An Introduction, 2nd Edition (Paperback)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