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Author: Adrianne Verla Uchida Publisher: Candlin & Mynard ISBN: Category : Education Languages : en Pages : 321
Book Description
Cultivating Professional Development through Critical Friendship and Reflective Practice: Cases from Japan, edited by Adrianne Verla Uchida and Jennie Roloff Rothman, shows us an innovative bottom-up approach to professional development for educators. A critical friendship is where “two teachers come together willingly to explore facets of their development as decided by the friends” (Farrell, Foreword). These individuals might be colleagues, close friends or acquaintances who are an “invaluable, integral aspect of your personal growth as a professional” (Verla Uchida & Roloff-Rothman, Introduction). This volume enhances our knowledge of reflective practice and makes a valuable contribution to the field. The editors and contributing authors show how reflective practice can foster critical friendships as a means of professional development for educators The book consists of 11 chapters, organized into three parts, based on the type of critical friendship: intra-institutional friendships (those at the same institution), inter-institutional friendships (cross-institutional friendships), and those extra-institutional friendships (friendships that evolved beyond institutions). The editors draw on Farrell’s (2019) six reflective principles to examine how the critical friendship framework possesses a flexibility that fosters meaningful and supportive professional relationships. Although the chapters detail critical friendships in Japan, the themes are equally relevant for educators elsewhere. The context-specific and detailed documentation of the contributors’ stories makes the volume a valuable and inspiring resource for any educator. The volume will undoubtably prompt readers to nurture and reflect on their own critical friendships.
Author: Adrianne Verla Uchida Publisher: Candlin & Mynard ISBN: Category : Education Languages : en Pages : 321
Book Description
Cultivating Professional Development through Critical Friendship and Reflective Practice: Cases from Japan, edited by Adrianne Verla Uchida and Jennie Roloff Rothman, shows us an innovative bottom-up approach to professional development for educators. A critical friendship is where “two teachers come together willingly to explore facets of their development as decided by the friends” (Farrell, Foreword). These individuals might be colleagues, close friends or acquaintances who are an “invaluable, integral aspect of your personal growth as a professional” (Verla Uchida & Roloff-Rothman, Introduction). This volume enhances our knowledge of reflective practice and makes a valuable contribution to the field. The editors and contributing authors show how reflective practice can foster critical friendships as a means of professional development for educators The book consists of 11 chapters, organized into three parts, based on the type of critical friendship: intra-institutional friendships (those at the same institution), inter-institutional friendships (cross-institutional friendships), and those extra-institutional friendships (friendships that evolved beyond institutions). The editors draw on Farrell’s (2019) six reflective principles to examine how the critical friendship framework possesses a flexibility that fosters meaningful and supportive professional relationships. Although the chapters detail critical friendships in Japan, the themes are equally relevant for educators elsewhere. The context-specific and detailed documentation of the contributors’ stories makes the volume a valuable and inspiring resource for any educator. The volume will undoubtably prompt readers to nurture and reflect on their own critical friendships.
Author: Alexandra Burke Publisher: Candlin & Mynard ISBN: Category : Education Languages : en Pages : 499
Book Description
While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide barrier-free learning environments. This book gives a general background on inclusive education internationally and in Japan and provides case studies of successful accommodations for language learners with disabilities in English language education. The book is essential reading for language teachers at all levels of education in Japan and parents of language learners with disabilities. In addition, it is an excellent resource for language teachers based in other countries who are interested in providing inclusive and supportive language education.
Author: Wendy M. Gough Publisher: Candlin & Mynard ISBN: Category : Foreign Language Study Languages : en Pages : 303
Book Description
This book explores the profound impact of Emergency Remote Teaching (ERT) on part-time university English language teachers in Japan during the COVID-19 pandemic. Through a blend of quantitative data and heartfelt personal narratives, the authors reveal the complex challenges faced by these educators—ranging from job insecurity to the rapid adoption of new teaching technologies. The initial chapters delve into the setup of the study, followed by detailed analyses of survey and interview data that underscore the vulnerability and resilience these teachers exhibited. As the pandemic forced a sudden shift to online education, the book examines how these teachers navigated their altered professional landscapes, balancing teaching responsibilities with personal and professional uncertainties. Part three of the book focuses on the voices of the participants, offering rich, first-person insights into their experiences during the first semester of ERT. The narrative deepens with participant interviews and personal reflections that illustrate the profound psychological impacts and the innovative coping strategies developed in response to the crisis. In concluding, the book addresses the future of educational practices, emphasizing the importance of institutional support and professional development in enhancing the resilience and effectiveness of part-time faculty. This comprehensive study not only highlights the immediate effects of the pandemic on educational practices but also serves as a crucial resource for understanding the ongoing needs and contributions of part-time teachers in higher education.
Author: Nona Lyons Publisher: Springer Science & Business Media ISBN: 0387857443 Category : Philosophy Languages : en Pages : 619
Book Description
Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why it’s necessary in our lives - can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Greene and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook analyzes through the work of 40 internationally oriented authors: - Definitional issues concerning reflection, what it is and is not; - Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education; - Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law; - Methods of facilitating and scaffolding reflective engagement; - Current pedagogical and research practices in reflection; - Approaches to assessing reflective inquiry. Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times.
Author: Satoko Kato Publisher: Routledge ISBN: 131757754X Category : Language Arts & Disciplines Languages : en Pages : 342
Book Description
Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and over 30 sample dialogues that offer clear demonstrations of the concepts discussed in practice. This dynamic textbook’s practical approach illustrates how reflective dialogue can promote language learner autonomy and how language advising can be implemented successfully both inside and outside the classroom.
Author: Colleen McLaughlin Publisher: Cambridge University Press ISBN: 110761869X Category : Education Languages : en Pages : 167
Book Description
This book is part of The Cambridge Teacher series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.
Author: Chris Day Publisher: Routledge ISBN: 1135711364 Category : Education Languages : en Pages : 262
Book Description
Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.
Author: Adrianne Verla Uchida
Author: Adrianne Verla Uchida
Author: Alexandra Burke
Author: Wendy M. Gough 
Author: Nona Lyons
Author: Satoko Kato
Author: 
Author: Eleonora Villegas-Reimers
Author: 
Author: Colleen McLaughlin
Author: Chris Day