Reflective Teaching: An Introduction, 2nd Edition (e-Book) book cover

Reflective Teaching

An Introduction, 2nd Edition

By Kenneth M. Zeichner, Daniel P. Liston

© 2014 – Routledge

124 pages

Purchasing Options:$ = USD
Paperback: 9780415826617
pub: 2013-08-02
Hardback: 9780415826600
pub: 2013-11-20
eBook (VitalSource) : 9780203771136
pub: 2013-11-07
from $39.95

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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.

About the Authors

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington. His research has examined different aspects of teacher education in the U.S.A. and beyond. For many years, he has been focusing on understanding the historical trajectories of different approaches to improving teacher education and on elaborating the underlying assumptions, program elements, and consequences of different approaches to social justice oriented teacher education.

Daniel P. Liston is professor of education in the educational foundations policy and practice program, and the instruction and curriculum in the content areas program. Professor Liston's research interests include curriculum theory, teacher education, and radical educational theory. Specifically he has explored the various beliefs about and justifications for distinct curricula; he provides articulations for and critiques of teacher education; and he examines the varieties of radical educational theory. Recently Professor Liston has begun to explore the various ways reason and emotion interact to affect the practice of teaching and the education of teachers. His teaching interests focus on curriculum theory, the social and political foundations of schooling, and radical educational critiques and proposals.

About the Series

Reflective Teaching and the Social Conditions of Schooling Series

A Series for Prospective and Practicing Teachers

This series of small, accessible, interactive texts introduces the notion of teacher reflection and develops it in relation to the social conditions of schooling. The aim is to provide practicing and prospective teachers with ways to examine contextual issues of schooling and to articulate their ideas, beliefs, theories, expectations, assumptions, and feelings about those issues, and to facilitate reflection about teaching situations they face and decisions they must make on an ongoing basis. Each text focuses on a specific issue or content area in relation to teaching and follows the same format: Part I offers several case studies dealing with different aspects of book’s topic, each followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, and a summary and additional questions. Part II presents public arguments representing different views about the topic. Part III offers the authors’ personal views on some of the issues addressed, exercises for further reflection, and a list of resources. Books in this series are appropriate for teacher education courses across the curriculum.

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Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Aims & Objectives
EDUCATION / Philosophy & Social Aspects
EDUCATION / Professional Development