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Conceptualising Reflection In Teacher Development - James Calderhead

Conceptualising Reflection In Teacher Development

By: James Calderhead (Editor), Peter Gates (Editor)

Hardcover

Published: 11th June 2005
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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, and how it relates to issues of quality in teacher education. It is aimed at MEd and BEd students and those concerned with teacher training teaching.

Introductionp. 1
Reflective Teacher Education Programs: an Analysis of Case Studiesp. 11
A Conceptual Framework for Reflection in Preservice Teacher Educationp. 23
Theory, Theorizing and Reflection in Initial Teacher Educationp. 39
Eliciting Student Teachers' Personal Theoriesp. 53
Life-History Accounts as Mirrors: a Practical Avenue for the Conceptualization of Reflection in Teacher Educationp. 70
Tutors' Professional Knowledge of Supervision and the Implications for Supervision Practicep. 93
Changes in Beliefs About Learners Among Participants in Eleven Teacher Education Programsp. 113
Critical Attributes of a Reflective Teacher: is Agreement Possible?p. 144
Supporting Reflection in Teachers' Learningp. 154
Notes on Contributorsp. 167
Name Indexp. 168
Subject Indexp. 172
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780750701235
ISBN-10: 0750701234
Audience: Tertiary; University or College
Format: Hardcover
Language: English
Number Of Pages: 180
Published: 11th June 2005
Publisher: Taylor & Francis Ltd
Country of Publication: GB
Dimensions (cm): 23.5 x 15.9  x 1.2
Weight (kg): 0.43
Edition Number: 1