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Author: Fiona Timmins
Publisher: Bloomsbury Publishing
ISBN: 1350313203
Category : Social Science
Languages : en
Pages : 216
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Book Description
This new text provides a jargon-free user guide to the key concepts, models and techniques of reflective practice from one of the leading writers in the field. A one-stop source book, it can be used both by the beginner as a handbook and by the more experienced practitioner as a guide to other sources of thinking and information.
Author: Fiona Timmins
Publisher: Bloomsbury Publishing
ISBN: 1350313203
Category : Social Science
Languages : en
Pages : 216
Get Book Here
Book Description
This new text provides a jargon-free user guide to the key concepts, models and techniques of reflective practice from one of the leading writers in the field. A one-stop source book, it can be used both by the beginner as a handbook and by the more experienced practitioner as a guide to other sources of thinking and information.
Author: Peter Tarrant
Publisher: SAGE
ISBN: 1446290271
Category : Education
Languages : en
Pages : 234
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Book Description
The connections between reflective practice and professional development are the focus for this book, which offers guidance to support lasting change and provides strategies to enable self-initiated professional development. The book includes: - traditional approaches to reflective practice - how to enhance the effectiveness of reflective practice - putting reflective practice in context - how reflective practice can improve attainment for students and staff - an Appendix of useful resources. With case studies and examples of relective practice from trainee teachers and from students studying across a range of Education courses, this book equips the reader to develop their own reflective practice framework. Relevant also to practitioners working across the children′s workforce, it encourages personal and professional development for the whole range of professionals working in education and care. Peter Tarrant is a Teaching Fellow at the Moray House School of Education, University of Edinburgh.
Author: Nona Lyons
Publisher: Springer Science & Business Media
ISBN: 0387857443
Category : Philosophy
Languages : en
Pages : 619
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Book Description
Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why it’s necessary in our lives - can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Greene and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook analyzes through the work of 40 internationally oriented authors: - Definitional issues concerning reflection, what it is and is not; - Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education; - Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law; - Methods of facilitating and scaffolding reflective engagement; - Current pedagogical and research practices in reflection; - Approaches to assessing reflective inquiry. Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times.
Author: Gretchen Geng
Publisher: Springer
ISBN: 981139475X
Category : Education
Languages : en
Pages : 275
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Book Description
This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums. It uses reflective practice to connect pre-service teachers’ personal backgrounds with their placement experience concerning a self-selected topic, including teacher educators’ reflections on the pre-service teachers’ reports on these placement topics. By illustrating the broad range of issues encountered by pre-service teachers, sharing multiple perspectives on the complexity of classroom practice, and demonstrating the importance of reflective practice, it also provides a valuable mentoring framework. Moreover, the book studies how examining pre-service teachers’ life experience can facilitate in-depth understanding, specifically in the context of pre-service teachers’ reflections on their own practices in different educational settings. In short, the book helps current and prospective pre-service teachers and teacher educators get to know their students and themselves better using reflective practice.
Author: Gillie Bolton
Publisher: SAGE Publications
ISBN: 184860212X
Category : Education
Languages : en
Pages : 305
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Book Description
Lecturers, why waste time waiting for the post to arrive? Request your e-inspection copy today! In the new third edition of this popular and highly readable book, the author draws on her considerable experience and extensive research to demonstrate a creative dynamic mode of reflection and reflexivity. Using expressive and explorative writing combined with in-depth group work/mentoring alongside appropriate focussed research, it enables critical yet sensitive examinations of practice. Gillie offers a searching and thorough approach which increases student and professional motivation, satisfaction, and deep levels of learning. She clearly explains reflection; reflexivity; narrative; metaphor, and complexity, and grounds the literary and artistic methods in educational theory and values. Clear step-by-step practical methods are given for every aspect of the process. New to this edition are: A chapter presenting different ways of undertaking and facilitating reflective practice Further international coverage, including material from Australia, New Zealand and the United States. The Third Edition also includes: An annotated glossary explaining key terms End-of-chapter activities and exercises Suggested further reading, and clear guides on chapter contents and how to use the book. Companion website www.uk.sagepub.com/bolton An accompanying companion website includes a range of free additional materials for lecturers and students to use in tutorials and for independent study, including discussion, workshop exercises, glossary and online readings. The methods are appropriate to, and used worldwide by, students and professionals across education; medicine and healthcare; clinical psychology; therapy; social work; pastoral care; counselling; police; business management; organisational consultancy; leadership training.
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 246
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Book Description
Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. It is hardly necessary to enumerate the authors to whom I am indebted. My fundamental indebtedness is to my wife, by whom the ideas of this book were inspired, and through whose work in connection with the Laboratory School, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as comes from embodiment and testing in practice. It is a pleasure, also, to acknowledge indebtedness to the intelligence and sympathy of those who coöperated as teachers and supervisors in the conduct of that school, and especially to Mrs. Ella Flagg Young, then a colleague in the University, and now Superintendent of the Schools of Chicago.
Author: Jeffrey Longhofer
Publisher: Bloomsbury Publishing
ISBN: 1350313688
Category : Psychology
Languages : en
Pages : 371
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Book Description
If you are searching for a clear exploration of the key concepts in psychodynamic thinking and practice, then this is the book for you. In this book Jeffrey Longhofer unravels the complex field of psychodynamic practice and lays it out in an accessible A-Z format that enables any practitioner to implement psychodynamic practice into their work with people. Each entry introduces the reader to the fundamental aspects of psychodynamic practice: the theoretical underpinnings, key thinkers, debates and research. With 'Points for reflection and practice' and 'Key texts' throughout it provides clear guidance for day-to-day practice and further study. Whether you work in social work, psychology, counselling or related fields, this book will equip you with a broad knowledge of psychodynamic practice and its contribution to understanding human development.
Author: Jodi Roffey- Barentsen
Publisher: Learning Matters
ISBN: 1446281302
Category : Education
Languages : en
Pages : 123
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Book Description
This is a practical guide to reflective practice for teachers and trainee teachers in the FE and skills sector. Reflective practice is a key element of teaching and this comprehensive and accessible guide introduces and explains this area of practice for trainee and new teachers. It asks ′what is reflective practice?′ and includes an exclamation of the processes of reflection and tips on reflective writing. Many trainees and new teachers need support in reflective practice. Written for all those working towards QTLS, this text gives practical guidance on how to become a reflective practitioner and examines how this relates directly to teaching in the FE and skills sector, and how reflection can benefit teaching. This second edition includes new chapters on ′reflective teaching and learning′ and ′reflection-re-action′, a new Theory Focus feature. Richard Malthouse has extensive knowledge of education and training in the UK and abroad. He currently works in training design and performance needs analysis for a large law enforcement agency. Alongside this, Richard is the director of a successful company offering coaching to individuals. Richard is a Doctor of Education and a Fellow of the Institute of Learning. Jodi Roffey-Barentsen is Programme Manager of the BA (Hons) in Education and the Foundation Degree in Learing Support at Farnborough College of Technology and is involved in a range of initial teacher training programmes. Jodi also works as a consultant for the Institute of Learning. Jodi is a Doctor of Education and a fellow of the Institute for Learning.
Author: Annie Pendrey
Publisher: Routledge
ISBN: 1000554864
Category : Education
Languages : en
Pages : 106
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Book Description
The Little Book of Reflective Practice is bursting with big ideas which will encourage you to be curious, reflective and courageous in your professional learning journey. It introduces the key reflective theories alongside case studies from educators to show how these can be applied to improve practice. The journey from being to thriving is set out in several chapters each providing different themes which will encourage you to capture your reflections, record your learning and development and apply theories of reflection to your professional practice. Full of practical guidance, activities and questions to prompt reflective thinking, the chapters cover: getting started how to write reflectively creating spaces to be reflective using reflective practice to set targets for your learning and professional development Spaces for capturing your reflective thoughts and reflective activities are provided througout, alongside sections where you may wish to stop and engage in deeper thinking. This book will be invaluable reading for early years practitioners, tutors and early years students on level 3 courses and Foundation Degrees.
Author: Robyn Brandenburg
Publisher: Springer
ISBN: 9811034311
Category : Education
Languages : en
Pages : 296
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Book Description
This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
