Abstract
References
- Connell, R. W. (2008). Masculinity construction and sports in boys’ education: A framework for thinking about the issue. Sport, Education and Society, 13(2), 131–145.
- Connell, M. T. (2014). Recovering the social dimension of reflection. Catholic Education: A Journal of Inquiry and Practice, 17(2), 5–24.
- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Florence:Routledge.
- Korthagen, F. A. J., &Vasalos, A. (2010).Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 529–552). London: Springer.
- Lortie, D. C. (1975).Schoolteacher. Chicago: University of Chicago Press.
- Lyons, N., Halton, C., &Freidus, H. (2013).Reflective Inquiry as transformative self-study for professional education and learning. Studying Teacher Education: A journal of self-study of teacher education practices, 9(2), 163–174.
- Schön, D. A. (1987).Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. Schön,
- Senese, J. C. (2005). Teach to learn. Studying Teacher Education, 1(1), 43–54.
- vanManen, M. (1977). Linking ways of knowing with ways of being practical.Curriculum Inquiry, 6, 205–228.
Abstract
Reflective practice is a complex and rich topic open to discussion.
It is a new area of research and ready for the development. This book shows the
importance of the reflective practice. The goal of the book is to examine
the power of reflectivity in practice and shape the education accordingly.
This book is subdivided into 3 parts. Every part includes
subsections. Part 1 enlightens perspectives of reflective practices with 5
articles. Part 2 is about presenting reflective practices between learners and
the teachers. The last part is related to inspiration of reflective thinking in
the practices of teacher educators. Every chapter helps teachers and teacher
educators gain new understanding of expectations and national standards for
English teachers.
References
- Connell, R. W. (2008). Masculinity construction and sports in boys’ education: A framework for thinking about the issue. Sport, Education and Society, 13(2), 131–145.
- Connell, M. T. (2014). Recovering the social dimension of reflection. Catholic Education: A Journal of Inquiry and Practice, 17(2), 5–24.
- Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Florence:Routledge.
- Korthagen, F. A. J., &Vasalos, A. (2010).Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 529–552). London: Springer.
- Lortie, D. C. (1975).Schoolteacher. Chicago: University of Chicago Press.
- Lyons, N., Halton, C., &Freidus, H. (2013).Reflective Inquiry as transformative self-study for professional education and learning. Studying Teacher Education: A journal of self-study of teacher education practices, 9(2), 163–174.
- Schön, D. A. (1987).Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. Schön,
- Senese, J. C. (2005). Teach to learn. Studying Teacher Education, 1(1), 43–54.
- vanManen, M. (1977). Linking ways of knowing with ways of being practical.Curriculum Inquiry, 6, 205–228.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | December 31, 2019 |
| Published in Issue | Year 2019 Volume: 7 Issue: 9 |
Cite