Reflective Theory and Practice in Teacher Education

  • Robyn Brandenburg
  • Kathryn Glasswell
  • Mellita Jones
  • Josephine Ryan

Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 17)

Table of contents

  1. Front Matter
    Pages i-xxv
  2. Big Picture Perspectives on Reflective Practice

  3. Enacting Reflective Practice with Teacher Learners

    1. Front Matter
      Pages 101-101
    2. Erica Bowers, Barbara Laster, Debra Gurvitz, Tammy Ryan, Jeanne Cobb, JoAnne Vazzano
      Pages 141-160
  4. Enacting Reflection in Teacher Educator Practice

    1. Front Matter
      Pages 177-177
    2. Robyn Brandenburg, Sharon McDonough
      Pages 223-236
    3. Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
      Pages 237-255
  5. Conclusion

    1. Front Matter
      Pages 257-257
    2. Robyn Brandenburg, Mellita Jones
      Pages 259-273
  6. Back Matter
    Pages 275-284

About this book

Introduction

This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

Keywords

Reflective practice core reflection course completion critical reflective practice feminist perspectives mentoring framework practicum requirements pre-service teachers qualitative research techniques reflection in teacher education retention rates self-reflexivity stories of teaching teacher education teacher strategies teaching practicum video reflection

Editors and affiliations

  • Robyn Brandenburg
    • 1
  • Kathryn Glasswell
    • 2
  • Mellita Jones
    • 3
  • Josephine Ryan
    • 4
  1. 1.Federation University AustraliaBallaratAustralia
  2. 2.California State University FullertonFullertonUSA
  3. 3.Australian Catholic UniversityBallaratAustralia
  4. 4.Australian Catholic UniversityMelbourneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-3431-2
  • Copyright Information Springer Nature Singapore Pte Ltd. 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-3429-9
  • Online ISBN 978-981-10-3431-2
  • Series Print ISSN 1875-3620
  • Series Online ISSN 2215-1850
  • About this book