Description
Book SynopsisExamining and Facilitating Reflection to Improve Professional Practice is specifically designed and organized to be used throughout a teacher-education program from an introductory foundations course, continuing through content-specific methods classes to graduate-level theory seminars, and, ultimately onto professional development workshops. Harris and her co-authors provide a method for directly instructing students on the practice of reflection and the understanding and identification of the developmental phases of reflection, supported by theory drawn from research. By moving students beyond their commonly held belief that reflection is simply keeping a journal or summarizing the days'' activities, Examining and Facilitating Reflection to Improve Professional Practice enables them to use increasingly sophisticated reflection practices that help them grow in their reflective process, ultimately improving their instructional practice. Closely aligned with the reflections standards se
Trade ReviewThis book is timely, extremely powerful, and perfectly complements standards-based teacher education programs. Undergraduate education students are frequently asked to reflect on their reading, learning, and planning but they do not fully know how to do so. Examining and Facilitating Reflection to Improve Professional Practice will help these students to more fully understand and experience the transformative power of reflection in their education, careers, and lives. -- Terrell A. Young, Brigham Young University, Provo, UT
This text will guide its readers to more and more complex reflective activities that can be used throughout the many stages of educational careers. The informational content will contribute to teacher professional development by building upon learned skills that prepare educators to consider the impact of reflection on their practice and professional lives. Approaching reflection as a holistic, developmental process is the strength of the text. -- Donna L. Wiseman, University of Maryland
What a well-written, timely, and easy-to-read book to help educators and students-undergraduate and graduate across disciplines-strengthen their reflective thought. Without a doubt, this book, written by experts in the field, will be a reader and keeper for students, scholars, leaders, and teachers as they strive to improve their professional practice. -- Dixie L. Dennis, Austin Peay State University
This book is a much needed resource in helping professionals understand the value and practicality of reflection to improve performance. By making the steps of reflection explicit, teachers will be better able to model the process for their students, apply their newly discovered insights to instruction, and more fully address related standards. -- Kathy Brashears, Tennessee Technological University
This text does a nice job of incorporating new technology tools into the process of reflection as well as providing realistic case studies for practice and reminding us how the act of reflection aligns with professional teaching standards. -- Hilda Rosselli, dean, college of education, Western Oregon University
Table of ContentsChapter 1: Historical Perspectives and Implications for Reflective Practice Chapter 2: Considerations for Reflective Thinking Chapter 3: Using Critical Incident Analysis to Enhance Reflective Practice Chapter 4: Reflection Using the Emerging Literacies Chapter 5: Language and Dialogue to Enhance Reflection Chapter 6: Critical Thinking Enhancing Phases of Reflection Chapter 7: Involving Administrators and Students in Reflection
