ERIC Number: ED422317
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Promoting Reflective Thinking in Teachers. 44 Action Strategies.
Taggart, Germaine L.; Wilson, Alfred P.
This guide provides teacher educators and staff developers with strategies to enhance the reflective thinking abilities of preservice and inservice educators. Strategies for reflective thinking are approached at three levels: technical, contextual, and dialectical. Within each level, strategies have been field tested with populations of preservice and inservice teachers. Chapter 1 provides a basis for introducing reflective thinking to practitioners, offering information on modes of reflective thinking, the process approach, techniques for facilitating reflective activities, and activities for introducing reflective thinking to practitioners. Chapter 2 focuses on assessment of reflective thinking. Chapters 3-8 presents strategies used to promote reflective thinking, including observational learning; reflective journals; practicum activities such as reflective teaching and microteaching; mental-model strategies such as metaphors and repertory grids; narrative strategies such as story, autobiographical sketches, and case study; and action research. For each strategy presented, there is an explanation along with reflective activities and questions. Action assignments, suggestions for success, journaling for reflective growth, and extended readings are included to assist the facilitator in guiding practitioners through higher levels of reflective thinking. (Contains 106 references.) (SM)
Descriptors: Action Research, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Journal Writing, Metaphors, Observational Learning, Personal Narratives, Practicums, Reflective Teaching, Teacher Improvement, Teachers, Thinking Skills
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (Paper $34.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A