Reflective practice in action : 80 reflection breaks for busy teachers / / Thomas S.C. Farrell ; acquisitions editor Faye Zucker ; cover designer Tracy E. Miller

• Record Nr.: UNINA9910817391403321
• Autore: Farrell Thomas S. C (Thomas Sylvester Charles)
• Pubbl/distr/stampa: Thousand Oaks, California : , : Corwin Press, , 2004; ©2004
• ISBN: 1-4833-6033-4; 1-4833-6252-3
• Descrizione fisica: 1 online resource (129 p.)
• Disciplina: 371.102
• Soggetti: Reflective teaching; Teacher effectiveness
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Contents; Preface; Acknowledgments; About the Author; Chapter 1 - Introduction to Reflective Practice; Reflection Break 1: Taking Stock; Chapter 2 - Why Reflect?; Reflection Break 2: Feelings about Teaching; Reflection Break 3: Are You a Reflective Teacher?; Reflection Break 4: Teacher Burnout; Reflection Break 5: Eleven Questions about You as a Teacher; Reflection Break 6: Dewey's Three Characteristics of Reflection; Chapter 3 - Preparing Teachers for Reflective Practice; Reflection Break 7: How Routine are You in Your Teaching?; Reflection Break 8: Bandwagons and Reflection; Reflection Break 9: Reflection inside and Outside the ClassroomReflection Break 10: Critical Reflection; Reflection Break 11: Schon's Framing and Reframing in Reflection; Reflection Break 12: Van Manen's Types of Reflection; Reflection Break 13: Zeichner and Liston's Dimensions of Reflection; Reflection Break 14: Jay and Johnson's Typology of Reflective Practice; Reflection Break 15: Recognizing a Reflective Teacher; Reflection Break 16: Reflective Practice-Some Criticisms and Cautions; Chapter 4 - Getting Started with Reflective Practice; Reflection Break 17: Understanding Reflective PracticeReflection Break 18: Reflection and Action; Reflection Break 19: Listing Features to Aid ; Reflection-in-Action; Reflection Break 20: Reflecting on Moments That Happen During Class; Reflection Break 21: Reflecting on Moments That Happen After class; Reflection Break 22: Action Research for the Busy Teacher; Reflection Break 23: Levels of Reflection; Reflection Break 24: What Does Reflection Mean to You?; Chapter 5 - Providing Opportunities for Reflective Practice; Reflection Break 25: Opportunities to Reflect; Reflection Break 26: The Farrell Model of Reflective PracticeReflection Break 27: Reflection Activities; Reflection Break 28: Ground Rules for Reflective Activities; Reflection Break 29: Time Factors That Affect Reflection; Reflection Break 30: Period for Reflection; Reflection Break 31: External Input to Aid Reflection; Reflection Break 32: Using SCORE with Reflection; Chapter 6 - Group Discussion to Aid Reflective Practice; Reflection Break 33: Reflection: Individual or Group?; Reflection Break 34: Group Reflection with Trust; Reflection Break 35: Group Talking; Reflection Break 36: Setting up a GroupReflection Break 37: Purpose of the Group; Reflection Break 38: Scheduling Group Meetings; Reflection Break 39: Communicating in a Group; Reflection Break 40: Starting and Ending Group Meetings; Reflection Break 41: Group Leader or Facilitator; Reflection Break 42: Group Members' Roles and Responsibilities; Reflection Break 43: Setting up a Teacher Development Group; Chapter 7 - Classroom Observation to Aid Reflective Practice; Reflection Break 44: Classroom Observations: Delight or Despair?; Reflection Break 45: Observing Classes; Reflection Break 46: Self-Observation
• Sommario/riassunto: Use 80 reflection breaks as individual discussion starters or as part of a comprehensive professional growth plan that is perfect for teachers at all levels.