01171nam2-2200361---450-99000365210020331620120417111708.0978-2-503-54062-7000365210USA01000365210(ALEPH)000365210USA0100036521020120417d2011----km-y0itay50------balatfreBEy|||z|||001yyTyconii Afri Expositio apocalypseosaccedunt eiusdem expositionis a quodam retractatae fragmenta Taurinensiacura et studio Roger GrysonTurnholtiBrepols2011386 p.26 cmCorpus ChristianorumSeries Latina107 A0010001697942001Corpus Christianorum. Series Latina, 107 AExpositio apocalypseos228.07TICONIUS390249GRYSON,RogerITsalbcISBD990003652100203316V.4. Coll. 1/ 249231276 L.M.V.4. Coll.00309686BKUMAANNAMARIA9020120417USA011117Tyconii Afri Expositio apocalypseos1140077UNISA03750nam 22006255 450 991087467160332120260622094938.0978303160211510.1007/978-3-031-60211-5(CKB)32970634700041(MiAaPQ)EBC31529358(Au-PeEL)EBL31529358(DE-He213)978-3-031-60211-5(OCoLC)1449676657(EXLCZ)993297063470004120240716d2024 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrier(Re)learning as Reflective Practitioners Insights for Other Professions from Reflective Practice in Teacher Education /edited by Linley Cornish1st ed. 2024.Cham :Springer Nature Switzerland :Imprint: Springer,2024.1 online resource (148 pages)SpringerBriefs in Education,2211-193X9783031602108 Part 1: Thinking about reflection -- Chapter 1 Introduction to the major influences on development of the concept ‘reflection’ -- Chapter 2 The importance of reflection, Marguerite Jones -- Chapter 3 A general model for developing skills in reflection: Understanding the zone of proximal reflection -- Part 2: Learning to reflect -- Chapter 4: Embedding reflection in coursework (workshop activities, assessment tasks) -- Chapter 5: Using action research and structured feedback to develop reflection -- Part 3: Becoming a reflective practitioner -- Chapter 6: Embedding reflection in professional practice -- Chapter 7: Reflective practice and professional development -- Chapter 8: Reflection and its role in relearning.This book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning? How do they guide students, mentees, and novices in adopting reflective practices? Stemming from teacher education, the focus is extended beyond this field, emphasizing the relevance of these strategies across professions. It is divided into three parts – thinking about reflection; learning to reflect; and becoming a reflective practitioner. It offers fresh perspectives on conceptualizing reflective practice and suggests practical strategies for integrating it into pre-service coursework, assessment, training, and development. Intended for academics, practitioners, and educators across disciplines, this book serves as a comprehensive guide for anyone committed to fostering reflective practice within their professional sphere.SpringerBriefs in Education,2211-193XTeachersTraining ofStudy skillsCareer educationTeaching and Teacher EducationStudy and Learning SkillsCareer SkillsFormació del professoratthubTeoria del coneixement d'un mateixthubLlibres electrònicsthubTeachersTraining of.Study skills.Career education.Teaching and Teacher Education.Study and Learning Skills.Career Skills.Formació del professoratTeoria del coneixement d'un mateix370.711Cornish Linley1749465MiAaPQMiAaPQMiAaPQ9910874671603321Re)learning As Reflective Practitioners4183693UNINA