Reflective practice teacher education (17 Ergebnisse)

1st ed. 15 x 22 cm. 383 pages. Paperback. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

Zustand: New.

Zustand: New. In English.

Paperback. Zustand: Brand New. 262 pages. 8.50x5.98x0.55 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning How do they guide students, mentees, and novices in adopting reflective practices Stemming from teacher education, the focus is extended beyond this field, emphasizing the relevance of these strategies across professions. It is divided into three parts - thinking about reflection; learning to reflect; and becoming a reflective practitioner. It offers fresh perspectives on conceptualizing reflective practice and suggests practical strategies for integrating it into pre-service coursework, assessment, training, and development. Intended for academics, practitioners, and educators across disciplines, this book serves as a comprehensive guide for anyone committed to fostering reflective practice within their professional sphere.…

Taschenbuch. Zustand: Neu. Neuware.

Zustand: New. In English.

Taschenbuch. Zustand: Neu. (Re)learning as Reflective Practitioners | Insights for Other Professions from Reflective Practice in Teacher Education | Linley Cornish | Taschenbuch | SpringerBriefs in Education | xi | Englisch | 2024 | Springer | EAN 9783031602108 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Zustand: New.

Zustand: New. In English.

Zustand: New. In English.

Taschenbuch. Zustand: Neu. Reflective Theory and Practice in Teacher Education | Robyn Brandenburg (u. a.) | Taschenbuch | Self-Study of Teaching and Teacher Education Practices | xxv | Englisch | 2018 | Springer | EAN 9789811098727 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.…

Buch. Zustand: Neu. Neuware.

Hardcover. Zustand: Brand New. 284 pages. 9.50x6.25x1.25 inches. In Stock.

Taschenbuch. Zustand: Neu. Neuware - I have spent more than two decades inside the contradictions of American education as a teacher, instructional coach, principal, and director at an educational technology startup. With a doctorate in educational leadership and policy studies and a deep interest in conflict theory, I have come to see schools not just as learning spaces, but as institutions shaped by power, structure, and competing demands. This book grows out of lived experience. It was formed in long meetings, difficult reforms, moments of fatigue, and the rare but powerful instances when honest dialogue changed a school's direction.At its core, this book argues that burnout is not simply personal weakness. It is often a structural signal. Teachers are asked to cultivate curiosity while meeting rigid accountability standards. They are encouraged to build democratic classrooms within systems that reward compliance. When educators feel exhausted, I no longer see that primarily as a psychological problem. I see it as a moral and institutional tension that deserves to be examined rather than hidden.Throughout these chapters, I explore how teacher preparation and leadership development might address that tension directly. What if we helped educators interpret their exhaustion politically and ethically instead of privately and shamefully What if we treated institutional contradiction as something to study and reshape, not something to endure in silence This is not a cynical book. It is a call to courage. I believe in the democratic promise of education, but I have learned that dialogue, dissent, and critical participation must be cultivated intentionally. Leadership, as I understand it now, is less about charisma and more about moral steadiness. It is the discipline of protecting reflection and honesty even when compliance would be easier.In the end, I argue that mentoring individuals is not enough. If progressive education is to survive, institutions themselves must change. Policies, routines, and cultures must align with the values we claim to hold. This book is an invitation to look directly at the cracks in our systems and to consider what sustained institutional courage might require.…