Reflective teacher education : cases and critiques
Author(s)
Bibliographic Information
Reflective teacher education : cases and critiques
(SUNY series in teacher preparation and development)
State University of New York Press, c1992
- pbk. : alk. paper
Available at 16 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 227-263) and index
Description and Table of Contents
Description
An increasing number of educators are arguing for conceptually sound reflective or inquiry-oriented teacher education programs. The argument is based on the fact that reflective teaching is possible and the belief that teachers should develop habits of consciously informed action. Those who promote reflective teaching argue for teacher empowerment within a self-renewing profession.
Reflective Teacher Education offers case studies from seven universities that have organized teacher education programs around the concept of reflection. The cases represent public and private institutions, and alternative and traditional models of teacher preparation. The studies represent efforts to transform the entire professional education component rather than individual courses or isolated strategies.
The volume also considers reflection as a conceptual orientation, commenting on its power to inform and improve teacher education, and assessing the implementation of reflection in these specific programs. The six critiques raise intriguing questions about the possibility and desirability of reflective reform efforts by viewing the cases from varying perspectives—development, cognitive, feminist, social reconstructionist, and post-modern.
Table of Contents
Foreword
Alan R. Tom Introduction
Linda Valli
PART I: CASE STUDIES OF REFLECTIVE TEACHER EDUCATION
1. Communities of Inquiry, Communities of Support: The Five Year Teacher Education Program at the University of New Hampshire
Sharon Nodie Oja, Ann Diller, Ellen Corcoran, and Michael D. Andrew
2. Developing a PROfessional TEACHer at the University of Florida
Dorene Doerre Ross, Margaret Johnson, and William Smith
3. Reflection, Research, and Repertoire in the Masters Certification Program at the University of Maryland
Joseph McCaleb, Hilda Borko, and Richard Arends
4. Stimulating Reflection While Learning to Teach: The ATTEP at Kent State University
Jane Applegate and Beverly Shaklee
5. Reflective Practice in the Multiple Perspectives Program at Michigan State University
Joyce Putnam and S. G. Grant
6. Problem Solving Is Not Enough: Reflective Teacher Education at the Catholic University of America
Maria J. Ciriello, Linda Valli, and Nancy E. Taylor
7. Getting it RITE: A Case of Negotiated Curriculum in Teacher Preparation at the University of Houston
Renee T. Clift, W. Robert Houston, and Jane McCarthy
PART II: CRITIQUES OF REFLECTIVE TEACHER EDUCATION
8. The Role of Reflection in Learning to Teach
James Calderhead
9. In the Eye of the Beholder: Cognitive, Critical, and Narrative Approaches to Teacher Reflection
Georgea M. Sparkes-Langer
10. Conceptions of Reflective Teaching in Contemporary U.S. Teacher Education Program Reforms
Kenneth M. Zeichner
11. Feminist Pedagogy as a Foundation for Reflective Teacher Education Programs
Jesse Goodman
12. Voice and Power in Teaching and Learning to Teach
Anna E. Richert
13. The Essectialist Tension in Reflective Teacher Education
Lynda Stone
Afterword
Linda Valli
Notes and References
Contributors
Subject Index
Name Index
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