The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students by Edward G. PultorakThe Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students by Edward G. Pultorak

The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First…

EditorEdward G. PultorakContribution bySunya T. Collier, Dean Cristol

Paperback | April 16, 2010

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Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.
Edward Pultorak is currently on faculty in the Department of Curriculum and Instruction at Southern Illinois University Carbondale. He has authored over fifty-five publications, including articles in Kappan, Journal of Teacher Education, and Action in Teacher Education, and he currently serves as coeditor for Critical Issues in Teacher...
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Title:The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First…Format:PaperbackDimensions:456 pages, 9.18 × 6.12 × 1.06 inPublished:April 16, 2010Publisher:R&L EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1607097087

ISBN - 13:9781607097082

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Table of Contents

Chapter 1 Introduction Part 2 Section I: Teacher Reflectivity in Theory and Research Chapter 3 Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance Chapter 4 Purposes and Practices of Reflectivity in Teacher Development Chapter 5 Reflection as a Social Problem-Solving Process Chapter 6 The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum Part 7 Section II: Teacher Reflectivity in Teacher Education Programs Chapter 8 Effective Teacher Preparation: Working to Change Dispositions in New Teachers Chapter 9 Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking:A Review of Discourses Chapter 10 What We Know and Don't Know about Teacher Reflection Chapter 11 Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model Part 12 Section III: Teacher Reflectivity with Teacher Candidates Chapter 13 Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts Chapter 14 Teacher Reflectivity: Importance, Origins, and Tools to Facilitate Chapter 15 Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program Part 16 Section IV: Teacher Reflectivity in Schools and Classrooms Chapter 17 Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice Chapter 18 The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime Chapter 19 Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice Chapter 20 The Role of Professional Teaching Standards in Teacher Reflection Part 21 Section V: Teacher Reflectivity and International Perspectives Chapter 22 Lesson-based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups Chapter 23 Teacher Reflection: What It Is and What It Does Chapter 24 The Meno Paradox of Teaching Reflection in Teacher Education Part 25 Afterword

Editorial Reviews

For teacher educators, teacher candidates, classroom teachers, administrators, and researchers, Pultorak (curriculum and instruction, Southern Illinois U. Carbondale) compiles 18 essays by teacher educators in a variety of fields from the US and Europe who consider the role of teacher reflectivity in teacher performance, retention, student learning ,and other aspects of education. Chapters originated in a national commission appointed by the Association of Teacher Educators in 2004 on these issues. The practical and research-based chapters discuss specific types of reflection in theory and research, education programs, with teacher candidates, in schools and classrooms, and from international perspectives like that of Chinese teachers. These include reflectivity as a social problem-solving process, changing dispositions of new teachers, facilitating instructional differences, self-assessment, teacher development, the role of inquiry-oriented learning communities, the use of journals, and the role of teaching standards.