Reflective Teaching

<p>This popular text provides a clear, succinct explanation of how reflection is integral to teachers’ understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Readers are encouraged to examine their own assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of both this book, and of all of the volumes in the "Reflective Teaching and the Social Conditions of Schooling" series, is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers. </p> <p><strong>CONTENTS</strong></p><p>SERIES PREFACE<br>Introduction<br>Examining the Social Conditions of Schooling<br>Understanding and Examining Personal Beliefs about Teaching and Schooling<br>About the Books in this Series<br>Series Acknowledgments</p><p>PREFACE <br>Acknowledgements</p><p>1. UNDERSTANDING REFLECTIVE TEACHING <br>An Initial Distinction: Reflective Teaching and Technical Teaching<br>On Reflective Teaching<br>The Bandwagon of Reflective Teaching</p><p>2. HISTORICAL ROOTS OF REFLECTIVE TEACHING <br>Introduction<br>Dewey’s Contribution: What is Reflective Teaching?<br>Openmindedness<br>Responsibility<br>Wholeheartedness<br>Reflection and the Pressures of Teaching<br>Schon: “Reflection-on-Action” and “Reflection-in-Action”<br>Framing and Reframing Problems<br>Criticisms of Schon’s Conception<br>Reflection: A Singular or Dialogical Activity<br>Reflection as Contextual<br>Summary</p><p>3. TEACHERS' PRACTICAL THEORIES<br>Introduction<br>Handal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical Theories<br>Personal Experience<br>Transmitted Knowledge<br>Values<br>Summary</p><p>4. THE STUFF OF REFLECTION <br>Introduction<br>Teaching as emotional labor<br>Thinking and Feeling<br>Metaphors and Images in Teacher<br>Enabling Reflection on Teaching<br>Conclusion</p><p>5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS <br>Introduction<br>Teachers, Traditions, and Teaching<br>The Progressive Tradition<br>The Conservative Tradition<br>Core Knowledge – E. D. Hirsch<br>Higher Learning<br>The Social Justice Tradition<br>The Spiritual-Contemplative Tradition<br>Conclusion</p><p>6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING <br>Introduction<br>The Teaching Self<br>Attending to Students<br>The Context of Schooling<br>The Social Conditions of Schooling<br>Engaging Community and Difference<br>One Last Vignette<br>Concluding Thoughts...</p><p>Appendix A</p><p>References</p>