01677nam a22002177a 4500001000600000003000700006005001700013008004100030020001800071040001000089050002100099100004000120245004200160250001200202260002900214300002400243504001900267520086500286650021801151856009001369ZSC-N25 EDU20260128043331.0250319b        xxu||||| |||| 00| 0 eng d  a9780415826617  cZSC-N  aLB 1025 ZEI 2014  aZeichner,M.Kenneth, Liston,P.Daniel  aReflective Teaching:ban introduction  a2nd ed.  aNewyorkbRoutledgec2014  axix,119p.c22.5 cm.  aIncludes index  aThis 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.  aEducation / General, Education / Schools / Levels / Elementary, Education / Teaching / General, Education / Philosophy,xTheory & Social Aspects, Critical pedagogy, Education -- Social aspects, Reflective teaching  uhttps://www.google.com.pk/books/edition/Reflective_Teaching/Un746Sd-n6IC?hl=en&gbpv=0