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ERIC Number: ED364534
Record Type: RIE
Publication Date: 1993-Nov
Pages: 159
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8039-6095-6
ISSN: N/A
Becoming a Reflective Educator: How To Build a Culture of Inquiry in the Schools.
Brubacher, John W.; And Others
The purpose of this book is to help teacher education students and experienced teachers to develop not only an understanding of the nature of "reflective practice" but also the attitudes and skills that such an approach to teaching requires. Case studies illustrate many difficult experiences teachers encounter; each chapter begins with one or more case studies that are analyzed and discussed in terms of the chapter's main focus. The volume is organized into seven chapters, of which the first provides an organizing framework for the book and offers a broad overview of the nature and purposes of "reflective practice" as applied to the classroom teacher, an explanation of how reflective practice differs from "good teaching," and an indication of what is entailed in the process of becoming a reflective practitioner. Chapters 2 through 4 offer, respectively, a general discussion of the role of inquiry in reflective practice, an extended discussion of the nature, purposes, and objectives of transformational curricula and instruction, and an examination of issues of leadership and followership in the school context. Chapter 5 addresses the relationship between the school and the community; chapter 6 gives a broad overview of the role of professional ethics in reflective practice; and finally, chapter 7 offers some suggested activities to help individuals become more reflective and analytic professionals. (Contains approximately 140 references.) (LL)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($38; hardcover--ISBN-0-8039-6094-8; $18 softcover--ISBN-0-8039-6095-6).
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Experienced Teachers; Preservice Teachers; Professionalization of Teaching; Reflective Practice