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Reflective Practice: Voices from the Field book cover

1st Edition

Reflective Practice Voices from the Field

Edited By Roger Barnard, Jonathon Ryan Copyright 2017
158 Pages
by Routledge

170 Pages
by Routledge

170 Pages
by Routledge
Also available as eBook on:
The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. It presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. Increasing attention is given by teachers and... Read more


Notes on contributors

Transcript conventions
            
Introduction (Jonathon Ryan and Roger Barnard)    

Overview: Holistic Reflective Practice (Thomas C S Farrell)
        
1. Lesson planning: The fundamental platform for reflecting for action (Rika Otto)

2. Reflecting for action: Collaborative lesson planning (Nguyen Gia Viet)

3. Reflecting for and on action: Interviews (Zuwati Hasim)      

4. Observation leading to reflection (Ching-Yi Tien)

5. Reflecting in action: Recording private speech (Jocelyn Lee)

6. Reflecting in action: Think aloud (Judy Ng)

7. Reflecting on action: A framework to analyse teacher talk (Anna Mischefski)
 
8. Pair discussions for reflecting on action: Stimulated recall (Takaaki Hiratsuka)

9. Journal writing as a space for reflection: The concept of kotodama (Atsuko Watanabe)     

10. Reflecting on action: Open post-lesson discussions (Yi Wang)

11. Collaborative reflecting on action: Focus groups (Jinrui Li)      

12. Reflecting on action: Lesson transcripts (Le Van Canh)     

13. Envoi: From reflective practice to action research? (Anne Burns)

Index

Biography

Roger Barnard is an associate professor in applied linguistics at the University of Waikato.

Jonathon Ryan is a principal academic staff member at the Centre for Languages, Waikato Institute of Technology.

Barnard and Ryan have captured reflective practice through a diverse set of case studies. Not only does the book show teaching practices going on inside and outside the classroom, but unique ways that reflective-practioners have reflected-in-action, on-action, and for-action. This book is a must read for those who want to deepen their understanding of reflective practice. – Jerry Gebhard, Professor Emeritus, Graduate Studies in Composition & TESOL, Indiana University of Pennsylvania

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