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ERIC Number: ED370156
Record Type: RIE
Publication Date: 1993-Feb
Pages: 219
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8039-6047-6
ISSN: N/A
Reflective Practice for Educators: Improving Schooling through Professional Development.
Osterman, Karen F.; Kottkamp, Robert B.
This book, by two university professors in a professional preparation program, is intended as a conceptually based practical guide to reflective practice for educators at all levels. The first of the book's 8 chapters explores the rationale for reflective practice, a professional-development strategy aimed at behavioral change, and explains how reflective practice facilitates both individual and organizational change. Chapter 2 contrasts the beliefs, assumptions, and strategies of reflective practice with traditional approaches and shows how reflective practice works within the tradition of experiential learning. Chapters 3 and 4 offer general guidelines for engaging in reflective practice. Chapter 3 treats the facilitator's role in establishing an outlines various methods of creating or recreating important aspects of professional practice to help identify the personal action theories that shape behavior. The next three chapters describe reflective practice in action, highlighting the professors' work (1) with graduate courses on reflective practice; (2) on a project involving New York City school principals; and (3) with a Long on reflective practice; (2) on a project involving New York City school principals; and (3) with a Long Island experiment studying reflective conversation among superintendents and other administrators. The final chapter examines effects and lasting benefits, identifies key aspects, and discusses reflective practice as an empowering, motivational force for change. Included are a subject index and a bibliography of 102 references. (MLH)
Corwin Press, Inc., 2455 Teller Road, Newbury Park CA 91320 ($20 paperback--ISBN-0-8039-6047-6; $40 hardcover--ISBN-0-8039-6046-8).
Publication Type: Guides - Non-Classroom; Books
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Facilitators; Reflective Practice