Developing Reflective Practice : Learning About Teaching And Learning Through Modelling

this Text Presents A Research Study Into The Development Of Reflective Practitioners In A Pre-service Teacher Education Programme. The Teacher Educator In The Study Modelled His Own Reflections On Practice In The Hope That It Would Help Students To Apply Reflection To Their Own Teaching.; The Results Of The Author's Research Demonstrate That Reflection On Practice Occurs In Three Distinct Periods: Before Anticipatory, During Contemporaneous And After Retrospective A Pedagogical Experience. The Book Concludes That When Student Teachers' Own Learning Situations, Both Within Their University Coursework And Their School Experiences, Become The Focus For Their Learning About Teaching And Learning, Their Understanding Of, And Practice In, Teaching Is Enhanced. booknews documents The Results Of A Longitudinal Research Study Into The Development Of Reflective Practice In A Group Of Student-teachers During A Pre-service Education Program. Excerpts From Journals And Interviews Offer Insights On How Student-teachers Learn About Reflection, How They Develop Reflection On Their Own Teaching, And How Teacher Educators Can Be Catalysts In The Development Of Reflective Practitioners. Distributed By Taylor & Francis. Annotation C. Book News, Inc., Portland, Or (booknews.com) In Developing Reflective Practice: John Loughran documents the results of a longitudinal research study into the development of reflective practice in a group of student-teachers during a pre-service education program. For these student-teachers Loughran, as their teacher educator, explicitly modelled his own reflections on practice through journal writing and 'thinking aloud' in class while teaching. Loughran quotes extensively from his journal and his interviews with the students to illustrate how student-teachers learn about reflection, student-teachers develop reflection on their own teaching, and teacher educators can be important catalysts in the development of reflective practitioners Loughran concludes that reflective modelling in teacher education is vital for encouraging deliberative and thoughtful practitioners. Building on the work by Dewey and Schon, he translates the conceptualization of reflection in a meaningful way so that teacher educators can apply it in practice for themselves and, hence, model it for their own student-teachers Developing reflective practitioners has long been regarded as an important aim in teacher education programmes, and this book responds to these concerns through a study into the development of reflective practitioners