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Very little information about the impact of reflection on teacher
performance, teacher retention, and student learning is available
in teacher preparation programs. This book provides practical and
research-based chapters that offer greater clarity about the
particular kinds of reflection that matter and avoids talking about
teacher reflection generically, which implies that all kinds of
reflection are of equal value. This book addresses five very
pertinent concepts: (1) teacher reflectivity in theory and
research, (2) teacher reflectivity in teacher education programs,
(3) teacher reflectivity with teacher candidates, (4) teacher
reflectivity in schools and classrooms, and (5) teacher
reflectivity and international perspectives.
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