The Purposes, Practices, and Professionalism of Teacher Reflectivity Insights for Twenty-First-Century Teachers and Students
by Pultorak, Edward G.; Collier, Sunya T.; Cristol, Dean; Dean, Sandra; Dana, Nancy Fichtman; Foss, Donna H.; Fox, Rebecca K.; Gallavan, Nancy P.,; Greenwald, Eric; Herner-Patnode, Leah; Hoffman, James L.; Korthagen, Fred A.J.; Hea-Jin Lee, Barbara Larrivee;Format: Paperback
Pub. Date: 2010-04-16
Publisher(s): R&L Education
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Summary
Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.
Author Biography
Edward G. Pultorak, PhD, is a faculty member in the Department of Curriculum and Instruction at Southern Illinois University Carbondale.
Table of Contents
| List of Figures and Tables | p. xiii |
| Introduction | p. xv |
| Teacher Reflectivity in Theory and Research | |
| Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance | p. 3 |
| Purposes and Practices of Reflectivity in Teacher Development | p. 25 |
| Reflection as a Social Problem-Solving Process | p. 45 |
| The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum | p. 73 |
| Teacher Reflectivity in Teacher Education Programs | |
| Effective Teacher Preparation: Working to Change Dispositions in New Teachers | p. 97 |
| Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking: A Review of Discourses | p. 119 |
| What We Know and Don't Know about Teacher Reflection | p. 137 |
| Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model | p. 163 |
| Teacher Reflectivity with Teacher Candidates | |
| Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts | p. 191 |
| Teacher Reflectivity: Importance, Origins, and Tools to Facilitate | p. 211 |
| Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program | p. 231 |
| Teacher Reflectivity in Schools and Classrooms | |
| Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice | p. 257 |
| The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime | p. 277 |
| Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice | p. 301 |
| The Role of Professional Teaching Standards in Teacher Reflection | p. 325 |
| Teacher Reflectivity and International Perspectives | |
| Lesson-Based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups | p. 353 |
| Teacher Reflection: What It Is and What It Does | p. 377 |
| The Meno Paradox of Teaching Reflection in Teacher Education | p. 403 |
| Afterword | p. 427 |
| About the Contributors | p. 431 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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