Promoting Reflective Thinking in Teachers: 50 Action StrategiesPraise for Second Edition: "This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers." -Karen Harvey, Induction Program Coordinator Santa Clarita Valley Beginning Teacher Support and Assessment (BTSA) Praise for First Edition: "Offers practitioners and preservice teachers the opportunity to individualize their professional development on the use of reflective thinking to best meet their needs." -Judy Nixon, Teacher Education Fort Hays State University Create meaningful, fulfilling, and successful professional development training for your teachers! This expanded version of the original bestseller integrates the latest research and technology with tried-and-true methods for boosting practitioners′ reflective thinking skills. The tasks and tools provided have been specifically designed for facilitators of pre-service and inservice teacher education, training, and development-giving them a timesaving blueprint on how to shape their adult learners into analytical and critical thinkers. Attuned to the challenges surrounding teacher training, this easy-to-use guide outlines straightforward activities and concrete assessments that serve as constructive benchmarks for facilitators and teachers alike. It delivers 50 practical strategies for helping educators move through the levels of reflective thinking-from teacher roles, styles, attributes, and observations through such far-reaching concerns as the moral and ethical considerations of teaching. New to this second edition are strategies to:
These field-tested methods will empower teachers with the knowledge, motivation, and self-assurance to become reflective educators, giving them the key to a more meaningful, fulfilling, and successful career, teaching all of our children to succeed. |
Contents
1 | |
CHAPTER 2 ASSESSING REFLECTIVE THINKING | 33 |
CHAPTER 3 PRACTICING OBSERVATIONAL LEARNING | 47 |
CHAPTER 4 WRITING REFLECTIVE JOURNALS | 77 |
CHAPTER 5 USING PRACTICUM STRATEGIES | 101 |
CHAPTER 6 NARRATIVE REFLECTION | 143 |
CHAPTER 7 CREATING MENTAL MODELS | 167 |
CHAPTER 8 PROMOTING REFLECTIVE THINKING THROUGH ACTION RESEARCH | 189 |
CHAPTER 9 TECHNOLOGY AS A TOOL FOR BUILDING LEARNING COMMUNITIES | 209 |
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Other editions - View all
Promoting Reflective Thinking in Teachers: 50 Action Strategies Germaine L. Taggart,Alfred P. Wilson No preview available - 2005 |
Common terms and phrases
15 minutes 2005 by Corwin 50 Action Strategies activities Allow 10 minutes analyze assessment assist practitioners autobiographical sketches behaviors beliefs Classroom Management Styles classroom situation clear transparencies Collaborative consensus constructs contextual level Copyright Corwin Press Cruickshank 1985 Debriefing definition develop dialectical level effective electronic portfolio environment episodes Evaluation facilitator field setting Germaine goal Group practitioners growth in reflective individual copies Journal Entry level of reflection Materials Mental models mentor metaphor microteaching narrative nonprofit organization Objective observational learning peer permission from Cruickshank posttest practice PRACTICUM STRATEGIES practitioner’s pretest problem Promoting Reflective Thinking purchased this book questions Reflective journaling Reflective Thinking Model repertory grid Reprinted from Promoting Reproduction authorized rights reserved rubric Rubric for Assessment skills solutions Taggart and Alfred Task TEACHERS Table teaching and learning team members THINKING IN TEACHERS Thousand Oaks tioners Topic whole group Wilson writing www.corwinpress.com