A Learning Community of Reflective Teachers PDF Download

Author: Neeraja Raghavan
Publisher: Taylor & Francis
ISBN: 100383373X
Category : Social Science
Languages : en
Pages : 262

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Book Description
Teachers possess a wealth of untapped wisdom and valuable experience. Whether it’s in matter of educational policy, curriculum development or textbook selection, teachers carry a trove of information and insights to share. Traditionally, teacher development has been driven by administrators of schools, and it often takes the form of a ‘mentor’ teaching the staff of a school. But what happens when teachers across different locations collaborate and learn together? This volume documents such an initiative, sparked off by the Covid-19 pandemic, which brought people together online. It underscores the power of teachers debating, discussing, and learning from each other. Based on an Indian experience, the book addresses a range of issues teachers and educators face across the world — encompassing pedagogy, classroom management, school culture and teacher development. A unique story of community building and teacher education, this book also contains key outcomes and insights which take us through their action research projects and showcases a model of teacher development that can be adopted by interested readers. Above all, it brings out the crying need for a teacher’s voice to be heard — for far too long, teachers have been mere implementers of decisions taken by policy makers or managements of schools. By means of networking communities such as the one described in this book, the transformation of teachers going from whispers to resonance is greatly amplified. An important intervention in the domain of teacher development, this volume will be of great interest to students, researchers and practitioners of education, teacher education, and sociology of education. It will also be useful for teacher trainees, academicians, teacher educators, policymakers, schoolteachers, curriculum developers, teacher training institutes, and universities offering teacher education programs.

Author: Deb Curtis
Publisher:
ISBN: 9781605541488
Category : Education
Languages : en
Pages : 0

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Book Description
The latest resource from esteemed early childhood authors Margie Carter and Deb Curtis, and introducing Wendy Cividanes and Debbie Lebo.

Author: Linda Valli
Publisher: State University of New York Press
ISBN: 1438422644
Category : Education
Languages : en
Pages : 312

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Book Description
An increasing number of educators are arguing for conceptually sound reflective or inquiry-oriented teacher education programs. The argument is based on the fact that reflective teaching is possible and the belief that teachers should develop habits of consciously informed action. Those who promote reflective teaching argue for teacher empowerment within a self-renewing profession. Reflective Teacher Education offers case studies from seven universities that have organized teacher education programs around the concept of reflection. The cases represent public and private institutions, and alternative and traditional models of teacher preparation. The studies represent efforts to transform the entire professional education component rather than individual courses or isolated strategies. The volume also considers reflection as a conceptual orientation, commenting on its power to inform and improve teacher education, and assessing the implementation of reflection in these specific programs. The six critiques raise intriguing questions about the possibility and desirability of reflective reform efforts by viewing the cases from varying perspectives—development, cognitive, feminist, social reconstructionist, and post-modern.

Author: Barbara Larrivee
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 356

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Book Description
""It is essential for classroom teachers to be reflective. It is critical that they be aware of their own biases and prejudices. Larrivee does an excellent job of gently guiding the teacher through a look at his/her past. The first chapter creates a comfort zone with which the teacher continues to look at his/her past and consequently at his/her treatment of children."" Dr. Patricia A. Pintar, St. Mary-of-the-Woods College "Authentic Classroom Management" addresses the basics of classroom management by narrowing the gap between theory and practice to provide realistic and collaborative management options. This easy-to-read, practical text presents a broad theoretical background while focusing on the belief that effective classroom management requires careful preparation and goes beyond learning discrete skills. The text promotes a multi-dimensional and reflective perspective for managing classrooms that will prepare prospective and in-service teachers to successfully manage today's diverse classrooms. Highlighting a comprehensive range of strategies and philosophies, the text encourages alternative ways to support positive classroom behaviors. Its many exercises offer opportunity for skill development through reflection and self-questioning, emphasizing proactive ways of interacting with students to create and sustain a supportive learning community. Package this text with MyLabSchool--a powerful set of online tools that bring the classroom to life! With real video footage of teachers and students in the classroom, an interactive system for collecting observations, and a seamlessly integrated suite of tools for lesson planning, portfolio development, and standards integration from TaskStream, you'll get a clear sense of what being in a real classroom is like! Visit www.mylabschool.com for more information!

Author: Germaine L. Taggart
Publisher: Corwin Press
ISBN: 150631841X
Category : Education
Languages : en
Pages : 281

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Book Description
Praise for Second Edition: "This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers." -Karen Harvey, Induction Program Coordinator Santa Clarita Valley Beginning Teacher Support and Assessment (BTSA) Praise for First Edition: "Offers practitioners and preservice teachers the opportunity to individualize their professional development on the use of reflective thinking to best meet their needs." -Judy Nixon, Teacher Education Fort Hays State University Create meaningful, fulfilling, and successful professional development training for your teachers! This expanded version of the original bestseller integrates the latest research and technology with tried-and-true methods for boosting practitioners′ reflective thinking skills. The tasks and tools provided have been specifically designed for facilitators of pre-service and inservice teacher education, training, and development-giving them a timesaving blueprint on how to shape their adult learners into analytical and critical thinkers. Attuned to the challenges surrounding teacher training, this easy-to-use guide outlines straightforward activities and concrete assessments that serve as constructive benchmarks for facilitators and teachers alike. It delivers 50 practical strategies for helping educators move through the levels of reflective thinking-from teacher roles, styles, attributes, and observations through such far-reaching concerns as the moral and ethical considerations of teaching. New to this second edition are strategies to: Strengthen electronic portfolios with reflective writing Optimize video as a self-assessment tool Access relevant resources on the Internet Tap into online peer mentoring Encourage reflection through learning communities These field-tested methods will empower teachers with the knowledge, motivation, and self-assurance to become reflective educators, giving them the key to a more meaningful, fulfilling, and successful career, teaching all of our children to succeed.

Author: Craig Gibson
Publisher:
ISBN: 9780838946572
Category : Electronic books
Languages : en
Pages : 114

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Book Description
"Teaching and learning communities are communities of practice in which a group of faculty and staff from across disciplines regularly meet to discuss topics of common interest and to learn together how to enhance teaching and learning. Since these teaching and learning communities can bring together members who might not have otherwise interacted, new ideas, practices, and synergies can arise. The role of librarians in teaching and learning has been reexamined and reinvigorated by the introduction of the ACRL Framework for Information Literacy for Higher Education, which offers a conceptual approach and theoretical foundations that are new and challenging. Building Teaching and Learning Communities: Creating Shared Meaning and Purpose goes beyond the library profession for inspiration and insights from leading experts in higher education pedagogy and educational development across North America to open a window on the wider world of teaching and learning, and includes discussion of pedagogical theories and practices including threshold concepts and stuck places; the Scholarship of Teaching and Learning (SoTL); disciplinary approaches to pedagogy; the role of signature pedagogies; inclusion of student voices; metaliteracy; reflective practice; affective, behavioral, and cognitive aspects of learning; liminal spaces; and faculty as learners. This unique collection asks each of the authors to address this question: What do we as educators need to learn (or unlearn) and experience so we can create teaching and learning communities across disciplines and learning levels based on shared meaning and purpose? Six fascinating chapters explore this question in different ways ... Building Teaching and Learning Communities is an entry into some of the most interesting conversations in higher education and offers ways for librarians to socialize in learning theory and begin 'thinking together' with faculty. It proposes questions, challenges assumptions, provides examples to be used and adapted, and can help you better prepare as teachers and pursue the essential role of conversation and collaboration with faculty and students."--

Author: Stephen D. Brookfield
Publisher: John Wiley & Sons
ISBN: 1119049709
Category : Education
Languages : en
Pages : 311

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Book Description
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

Author: Geoffrey Caine
Publisher: ASCD
ISBN: 1416612718
Category : Education
Languages : en
Pages : 219

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Book Description
How can educators create a collective method of professional development that results in the genuine, sustained teacher learning essential to improving student achievement? That question is at the heart of this comprehensive and practical guide to process learning circles, a unique and powerful way to develop, strengthen, and enrich professional learning communities. Authors Geoffrey and Renate N. Caine have dedicated more than 20 years to researching how people learn naturally. From this foundation, they describe in detail how process learning circles work, and they provide readers with a clear understanding of how powerful and successful this approach to professional learning can be. Along the way, they explore * The three critical elements of great professional development * How to create a field of listening * The logistics and phases of process learning circles * Tips for success as a process leader * The effects of individual differences and group dynamics * Principles for developing a process that works Examples from schools that have implemented process learning circles provide evidence of the method's success, and the authors also include an explanation of 12 underlying brain/mind learning principles, guidelines for using online tools, and broader suggestions for how to move from teaching for memorization to teaching for understanding. Written with both teachers and administrators in mind, Strengthening and Enriching Your Professional Learning Community: The Art of Learning Together is an essential guide to professional learning and development that works.

Author: Kenneth M. Zeichner
Publisher: Routledge
ISBN: 1135037841
Category : Education
Languages : en
Pages : 142

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Book Description
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.

Author: Edward G. Pultorak
Publisher: R&L Education
ISBN: 1607097095
Category : Education
Languages : en
Pages : 457

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Book Description
Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.