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    1. Psykologi och pedagogik
    2. Pedagogik
    3. Pedagogisk metodik

    Promoting Reflective Thinking in Teachers

    50 Action Strategies

    AvGermaine L. Taggart,Alfred P. Wilson

    Inbunden, Engelska, 2005

    1 386 kr

    Beställningsvara. Skickas inom 3-6 vardagar. Fri frakt över 249 kr.

    Fler format och utgåvor

    Häftad

    403 kr

    Beskrivning

    Praise 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: Strengthen electronic portfolios with reflective writing Optimize video as a self-assessment tool Access relevant resources on the Internet Tap into online peer mentoring Encourage reflection through learning communities 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.

    Produktinformation

    • Utgivningsdatum:2005-07-01
    • Mått:215 x 279 x 19 mm
    • Vikt:880 g
    • Format:Inbunden
    • Språk:Engelska
    • Antal sidor:272
    • Upplaga:2
    • Förlag:SAGE Publications Inc
    • ISBN:9781412909631

    Utforska kategorier

    • Pedagogisk metodik inom Psykologi och pedagogik
    • Utbildningsstrategier och utbildningspolitik inom Psykologi och pedagogik

    Mer om författaren

    Germaine L. Taggart is Associate Professor in the College of Education at Fort Hays State University, Hays, Kansas. She has taught students from kinder­garten through Grade 12 in public schools in Kansas. She received her BS and MS degrees in Elementary Education from Pittsburg State University, her EdS in Educational Administration from Fort Hays State University, and her EdD in Educational Administration from Kansas State University. She teaches mathematics and science methods courses, has helped develop and continues to work with TEAM: Links for Learning (a field-based preservice program), and provides staff development on a consultant basis for school districts in western Kansas. Dr. Taggart is married to R. Bruce Taggart. They have two children, Travis and Kelsey, and one granddaughter, MacKenzie, and they reside in Hays, Kansas. Alfred P. Wilson is Professor Emeritus of Educational Administration at Kansas State University. He has served as a public school teacher and administrator and as a university faculty member and administrator in the states of Nevada, Utah, Montana, New Mexico, Idaho, and Kansas. He received his doctorate from Utah State University in 1969. He is the author or coauthor of more than 25 books and monographs and 100 articles and research papers. He has been consultant to more than 200 school districts in 42 states, 20 state departments and regional service centers for education, 15 community colleges and universities, and a broad variety of organizations. Dr. Wilson has been an active member and leader in many organizations, including the American Research Association, Phi Delta Kappa, the American Association of School Administrators, and the American Management Association.

    Recensioner i media

    “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."

    Innehållsförteckning

    • About the AuthorsChapter 1: Becoming a Reflective TeacherModes of Reflective ThinkingThe Process ApproachTechniques for Facilitating Reflective ActivitiesBrainstormingConsensus BuildingBuzz GroupsRole-PlayingQuestioningActivities for Introducing Reflective Thinking to PractitionersTask 1: Finding a DefinitionTask 2: The Reflective Thinking ProcessTask 3: Gardening PuzzleTask 4: Roll OnTask 5: Designing a ClassroomTask 6: Logic LurePreparing a Plan of Action for Enhancing Reflective ThinkingChapter 2: Assessing Reflective ThinkingTask 7: Atribute ClarificationTask 8: Card Sort: Reflective Thinking AttributesChapter 3: Practicing Observational LearningThe Observation ProcessReflective ActivitiesTask 9: Categorization of ObservationsTask 10: Compliance With Classroom RulesTask 11: Observing Effective QuestioningTask 12: Observing Classroom Management StylesTask 13: Belief Systems: Their Role in Observational LearningTask 14: Interpreting ChangeReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective GrowthChapter 4: Writing Reflective JournalsThe Use of Reflective JournalsReflective ActivitiesTask 15: Task Formatting a Journal EntryTask 16: Journaling the Reflective Thinking ProcessTask 17: A Comparison of the Use of Journaling to an Observational ChecklistTask 18: A Comparison of Observations With the Use of a Journaling Format to Observations Without the Use of a Journaling FormatTask 19: Open-Ended JournalingTask 20: Rights and ResponsibilitiesReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective GrowthChapter 5: Using Practicum StrategiesThe Microteaching ProcessReflective TeachingReflective ActivitiesTask 21: The Anxiety TaskTask 22: Lines of Symmetry TaskTask 23: Effective Teaching RubricTask 24: Effective Teaching to PeersTask 25: Inclusion: Teaching EffectivenessTask 26: Effective Teaching of PeersReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective GrowthChapter 6: Narrative ReflectionAutobiographical SketchesCase StudiesStudy CirclesReflective ActivitiesTask 27: Using Case Study for Problem ResolutionTask 28: Using Autobiographical Sketches to Evaluate Beliefs Regarding Teacher RolesTask 29: Writing a Case Study for Problem ResolutionTask 30: The Three Pigs, the Wolf, and Effective TeachingTask 31: Chew and ChatTask 32: Using Autobiographical Sketches to Evaluate Beliefs Regarding Classroom Management StylesReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective GrowthChapter 7: Creating Mental ModelsThe Process of Using Metaphors for Reflective ThinkingThe Process of Using Repertory GridsReflective ActivitiesTask 33: Using Metaphors to Explore Teacher RolesTask 34: Using Repertory Grids to Explore Instructional Practices Task 35: Using Metaphors to Explore Classroom Management StylesTask 36: Using Repertory Grids to Explore Practitioner TraitsTask 37: Using Metaphors to Explore Perceptions of School ClimateTask 38: Using REpertory Grids to Explore Classroom ClimateReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective GrowthChapter 8: Promoting Reflective Thinking Through Action ResearchReflective ActivitiesTask 39: Preparing for Action Research: Selecting a QuestionTask 40: Research for Self-ImprovementTask 41: Collaborative Action ResearchTask 42: Textbook AnalysisTask 43: Action Research: Ethical, Moral, or Sociopolitical IssuesTask 44: Action Research: Parent and Community InvolvementReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective GrowthReferencesChapter 9: Technology as a Tool for Building Learning CommunititesStudy GroupsPortfolio DevelopmentReflective ActivitiesTask 45: Video as an Observational ToolTask 46: Reflecting on the Value of Internet ResourcesTask 47: Learning Communities to Promote ReflectionTask 48: Linking Electronic Portfolios to Reflective Writing Task 49: Onlne Peer MentoringTask 50: Technology to Support the Learning CommunityReflective QuestionsAction AssignmentsSuggestions for SuccessJournaling Reflective Growth Preface