Reflective Teaching

An Introduction

By: Kenneth M. Zeichner, Daniel P. Liston

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Paperback | 13 September 2013 | Edition Number 2

At a Glance

Paperback
144 Pages

Edition Type
New edition

Dimensions(cm)
22.86 x 15.24 x 0.79

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$146.75

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This popular text provides a clear, succinct explanation of how reflection is integral to teachers' understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Throughout the text the reader is encouraged to examine his/her assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of this book is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers.

New in the Second Edition: Underscores use of critical educational texts and film to encourage reflection; highlights emotional features of teaching and reflection; addresses spiritual/contemplative domains in educational traditions; Companion Website.

Industry Reviews

" ... a concise introduction to teacher reflection, examining the foundations and purposes of teachers' reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching."
Melanie Shoffner, Purdue University, USA

"Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded."
Daniel Friedrich, Teachers College, Columbia University, USA

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