Conceptualising Reflection In Teacher Development (Hardcover)

Reflection has become widely recognized as a crucial element in the professional growth of teachers. Terms such as "reflective teaching" "enquiry-orientated teacher education", "teachers as researchers" and "reflective practitioner" have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and considering its contributions to teacher education. The papers range across different stages of professional development, some focusing in particular on pre-service education, others on in-service or professional development generally. Some of the papers are concerned with particular strategies for promoting reflection and how they might operate in a teacher education context, others dwell more upon a theoretical appreciation of how reflection facilitates in the processes of professional development,

General

Imprint:	RoutledgeFalmer
Country of origin:	United Kingdom
Release date:	February 1993
First published:	1993
Editors:	James Calderhead • Peter Gates
Dimensions:	234 x 156 x 12mm (L x W x T)
Format:	Hardcover
Pages:	180
ISBN-13:	978-0-7507-0123-5
Categories:	Books > Social sciences > Education > Teaching skills & techniques Books > Social sciences > Education > Higher & further education > Teacher training
LSN:	0-7507-0123-4
Barcode:	9780750701235

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