Rowman & Littlefield Publishers The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students

Product Description Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives. Review For teacher educators, teacher candidates, classroom teachers, administrators, and researchers, Pultorak (curriculum and instruction, Southern Illinois U. Carbondale) compiles 18 essays by teacher educators in a variety of fields from the US and Europe who consider the role of teacher reflectivity in teacher performance, retention, student learning, and other aspects of education. Chapters originated in a national commission appointed by the Association of Teacher Educators in 2004 on these issues. The practical and research-based chapters discuss specific types of reflection in theory and research, education programs, with teacher candidates, in schools and classrooms, and from international perspectives like that of Chinese teachers. These include reflectivity as a social problem-solving process, changing dispositions of new teachers, facilitating instructional differences, self-assessment, teacher development, the role of inquiry-oriented learning communities, the use of journals, and the role of teaching standards.-- "Book News, Inc." The Purposes, Practices, and Professionalism of Teacher Reflectivity makes a significant contribution to teacher education by addressing directly and unapologetically the importance of the teacher reflectivity throughout the educational process and within teacher preparation programs. The collection of chapters starts with the role of teacher reflectivity in theory and research and ends with a thought-provoking section on reflectivity from an international perspective. Meshed between these sections are chapters that provide new insights and answer long-standing questions about the role of teaching reflectivity within teacher education programs, in the professional growth of teacher candidates, and within P-20 schools and classrooms. The approach taken by the editor and the authors to discuss reflectivity within various contexts contributes to the widespread appeal of the book. The book is well-written and organized in such as a way as to make it a must-have resource for teacher educators, teacher candidates, P-12 teachers and administrators, and anyone else committed to integrating teacher reflectivity into the teaching and learning process.--Annette D. Digby, dean, Thayer School of Education, Wingate University, Wingate, NC Teaching is clearly a complex activity. In this book, The Purposes, Practices, and Professionalism of Teacher Reflectivity, the authors comprehensively examine the learning centered community as a support for the integrated learning and development of P-12 students through inquiry-based practice. Each chapter reflects a common vision of teaching and learning grounded in research and practitioner reflective knowledge. Finally, the authors challenge teachers through effective teacher education to reflect on their own practice, consider school community and family contexts in connecting concepts, and develop protocols to enhance student learning. This book is a must for all educator libraries.--Boyce Williams, vice president of international relations, National Council for Accreditation of Teacher Education (NCATE) This book offers a superb array of literature and research studies around teacher reflec