In the past twenty years, the importance of reflection has been
recognised by all professions, especially the education profession.
In the field of education, terms and practices such as reflective
practice, action research, journaling, collaborative observation,
professional development, peer observation, and professional
portfolios have become organising units of discussion and practice.
This book extends knowledge in the field, not just by providing
prompts and examples of ""things to do,"" but also by presenting an
organised and cohesive system consisting of definitions,
principles, and guidelines that can be used for all reflective
practice activities. This system blends ideas and concepts from
phenomenology, the Constructivist philosophy, experiential
learning, critical reflection, theories on turning knowledge into
action, and transformative learning. Moreover, the book creates a
logical system for reflective practice that provides a foundation
for a framework that organises teacher transformation through
reflection. This system is anchored by the practical examples
provided, thus making this book practical for all those interested
in improving student learning. The strength of this book is that it
is not a recipe-type publication; rather it is a cohesive system
which creates a rationale for the system, presents the system, and
provides many examples. The intended audience includes
practitioners, teacher educators, teacher candidates, and
administrators.
General
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