Reflective Teaching

An Introduction, 2nd Edition

By Kenneth M. Zeichner, Daniel P. Liston

© 2014 – Routledge

124 pages

Purchasing Options:
Paperback: 9780415826617
pub: 2013-08-02
US Dollars$43.95
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Hardback: 9780415826600
pub: 2013-11-20
US Dollars$145.00
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About the Book

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). Readers are encouraged to examine their own assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of both this book, and of all of the volumes in the "Reflective Teaching and the Social Conditions of Schooling" series, 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.

Reviews

“ … a concise introduction to teacher reflection, examining the foundations and purposes of teachers’ reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching.”

Melanie Shoffner, Purdue University, USA

“Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded.”

Daniel Friedrich, Teachers College, Columbia University, USA

Table of Contents

CONTENTS

SERIES PREFACE

Introduction

Examining the Social Conditions of Schooling

Understanding and Examining Personal Beliefs about Teaching and Schooling

About the Books in this Series

Series Acknowledgments

PREFACE

Acknowledgements

1. UNDERSTANDING REFLECTIVE TEACHING

An Initial Distinction: Reflective Teaching and Technical Teaching

On Reflective Teaching

The Bandwagon of Reflective Teaching

2. HISTORICAL ROOTS OF REFLECTIVE TEACHING

Introduction

Dewey’s Contribution: What is Reflective Teaching?

Openmindedness

Responsibility

Wholeheartedness

Reflection and the Pressures of Teaching

Schon: “Reflection-on-Action” and “Reflection-in-Action”

Framing and Reframing Problems

Criticisms of Schon’s Conception

Reflection: A Singular or Dialogical Activity

Reflection as Contextual

Summary

3. TEACHERS' PRACTICAL THEORIES

Introduction

Handal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical Theories

Personal Experience

Transmitted Knowledge

Values

Summary

4. THE STUFF OF REFLECTION

Introduction

Teaching as emotional labor

Thinking and Feeling

Metaphors and Images in Teacher

Enabling Reflection on Teaching

Conclusion

5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS

Introduction

Teachers, Traditions, and Teaching

The Progressive Tradition

The Conservative Tradition

Core Knowledge – E. D. Hirsch

Higher Learning

The Social Justice Tradition

The Spiritual-Contemplative Tradition

Conclusion

6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING

Introduction

The Teaching Self

Attending to Students

The Context of Schooling

The Social Conditions of Schooling

Engaging Community and Difference

One Last Vignette

Concluding Thoughts…

Appendix A

References

About the Authors

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.

Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction – Research on Teaching and Teacher Education programs at the University of Colorado – Boulder, USA.

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:
EDU000000
EDUCATION / General
EDU030000
EDUCATION / Testing & Measurement
EDU040000
EDUCATION / Philosophy & Social Aspects
EDU046000
EDUCATION / Professional Development