Reflective Teaching: an introduction

By:

Zeichner,M.Kenneth, Liston,P.Daniel

Material type:

TextPublication details: Newyork Routledge 2014Edition: 2nd edDescription: xix,119p. 22.5 cmISBN:

9780415826617

Subject(s):

Education / General, Education / Schools / Levels / Elementary, Education / Teaching / General, Education / Philosophy, -- Theory & Social Aspects, Critical pedagogy, Education -- Social aspects, Reflective teaching

LOC classification:

LB 1025 ZEI 2014

Online resources:

Click here to access online

Summary: This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers. This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.

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Holdings
Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	Books	Ziauddin School & College Library On Shelve		Non Fiction		LB 1025 ZEI 2014 (Browse shelf(Opens below))					Available			25 EDU

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Includes index

This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers.

This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.

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