LEADER 04083nam 2200517 450 001 9910255121603321 005 20230809223812.0 010 $a94-6300-986-8 024 7 $a10.1007/978-94-6300-986-7 035 $a(CKB)3710000001177586 035 $a(DE-He213)978-94-6300-986-7 035 $a(MiAaPQ)EBC4844224 035 $a(OCoLC)983204418 035 $a(nllekb)BRILL9789463009867 035 $a(Au-PeEL)EBL4844224 035 $a(CaPaEBR)ebr11376543 035 $a(EXLCZ)993710000001177586 100 $a20170510h20172017 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDeveloping and supporting critically reflective teachers $ediverse perspectives in the twenty-first century /$fedited by Frank Hernandez, Southern Methodist University, USA and Rachel Endo, Hamline University, USA ; foreword by H. Richard Milner IV 205 $a1st ed. 2017. 210 1$aRotterdam, [Netherlands] ;$aBoston, [Massachusetts] ;$aTaipei, [Taiwan] :$cSense Publishers,$d2017. 210 4$dİ2017 215 $a1 online resource (CXIV, 12 p.) 311 $a94-6300-985-X 311 $a94-6300-984-1 320 $aIncludes bibliographical references and index. 327 $tPreliminary Material /$rFrank Hernandez and Rachel Endo --$tDeveloping and Supporting Critically Reflective Teachers /$rFrank Hernandez and Rachel Endo --$tCritical Reflection /$rJanet Beacom --$tCelebrating ?Not the Way to Say It? /$rKatya Jaede --$tA Journey Toward Critical Reflection /$rAngela Kieffer --$tTeaching to Change Ourselves and Our Society /$rKristen Melby --$tFostering a Growth Mindset /$rRegina Santiago --$tHome Visits, Critical Reflection, and Other Valuable Lessons /$rKaty Siegel --$tImplications for Practice and Theory /$rFrank Hernandez and Rachel Endo. 330 $aThis collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers. 606 $aTeachers 615 0$aTeachers. 676 $a371.1 702 $aHernandez$b Frank 702 $aEndo$b Rachel 702 $aMilner$b H. Richard$cIV, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255121603321 996 $aDeveloping and supporting critically reflective teachers$92480705 997 $aUNINA