The aim of the book is to explain a range of options for
implementing the reflective practice cycle in educational settings
in various international contexts. It presents a series of
empirical case studies illustrating many different ways of
implementing the reflective practice cycle, and how they can be
researched by practitioners and academics. Increasing attention is
given by teachers and teacher educators to the construct and
implementation of reflective practice as a form of bottom-up,
autonomous professional development. The aim of the book is to
explain a range of options for implementing the reflective practice
cycle in educational settings in various international contexts.
Written by international academics, these studies show how
reflection can be interpreted in different cultural contexts. The
book concludes with a discussion by Anne Burns of the implications
of these case studies for action research. It is hoped that the
book will enable practitioners, and their mentors, to consider how
best to implement reflective procedures in the specific contexts in
which they work. Chapters in the book include: * Lesson planning:
The fundamental platform for reflecting for action * Reflecting on
action: Lesson transcripts * Pair discussions for reflecting on
action: Stimulated recall * Observation leading to reflection This
book will be key reading for researchers in the fields of teacher
education.
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