04443nam 22007095 450 991025497950332120251030102110.09781137527127113752712910.1057/978-1-137-52712-7(CKB)3710000000844758(EBL)4716321(DE-He213)978-1-137-52712-7(MiAaPQ)EBC4716321(Perlego)3488988(EXLCZ)99371000000084475820160824d2016 u| 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierForms of Practitioner Reflexivity Critical, Conversational, and Arts-Based Approaches /edited by Hilary Brown, Richard D. Sawyer, Joe Norris1st ed. 2016.New York :Palgrave Macmillan US :Imprint: Palgrave Macmillan,2016.1 online resource (251 p.)Description based upon print version of record.9781137527110 1137527110 Includes bibliographical references at the end of each chapters and index.1. Dialogic Reflection: An Exploration of its Embodied, Imaginative, and Reflective Dynamic -- Section One: Arts-Based Approaches -- 2. Photography as Reflexive Practice: Containing Pedagogical Complexity in the Learning Encounter -- 3. Digital Storytelling in Nurse Practitioner Education: A Beginning of Reflective Clinical Practice -- 4. Promoting Professional conversations and Reflective Practice Among Educators: Unpacking Portfolio Assessment using Duoethnography -- Section Two: Critical Approaches -- 5. Cultural Safety and Critical Race Theory: Education Frameworks to Promote Reflective Nursing Practice -- 6. Shifting Personalities: A Critical Discussion of a Duoethnographic Inquiry of a Personal Curriculum of Post/Colonialism -- 7. Feminine Identity and the Academy -- Section Three: Integrative Responsiveness Approaches -- 8. Reflexivity for the Third Space: A Hybrid Educator’s Approach to Improving Education -- 9. Going Beneath theSurface: What is Teaching for Diversity Anyway? -- 10. Shape Shifting in the Classroom: Masks and Credibility in Teaching -- 11. Reflecting Upon Teaching Assistant Roles in Higher Education through Participatory Theatre.This edited volume addresses the different methods professionals use to promote a critical reflective and reflexive stance among practitioners, leading to both a reconceptualization of practice and its subsequent change. The goal of increased reflection in professional education is intended to expand approaches for professionals to work with diverse others. It is also intended to increase their levels of cognitive differentiation and depth of professional consciousness about themselves alongside diverse others in a rapidly changing world. This is an important issue in a range of applied professional programs, from education to medicine, social work to psychology, business to criminal justice, in nearly every country in the world. .TeachersTraining ofEducationPhilosophyEducationCurriculaArtStudy and teachingSchool management and organizationSchool management and organizationTeaching and Teacher EducationEducational PhilosophyCurriculum StudiesCreativity and Arts EducationOrganization and LeadershipTeachersTraining of.EducationPhilosophy.EducationCurricula.ArtStudy and teaching.School management and organization.School management and organization.Teaching and Teacher Education.Educational Philosophy.Curriculum Studies.Creativity and Arts Education.Organization and Leadership.378.013Brown Hilary(Writer on education)edthttp://id.loc.gov/vocabulary/relators/edtSawyer Richard D.edthttp://id.loc.gov/vocabulary/relators/edtNorris Joeedthttp://id.loc.gov/vocabulary/relators/edtBOOK9910254979503321Forms of Practitioner Reflexivity2499631UNINA