Overview
- Offers a critical analysis of reflective practice as a key professional attribute of teachers
- Presents cutting-edge critiques of taken-for-granted educational practice from the viewpoint of often marginalised groups
- Provides evidence-supported models of reflective practice for a range of teacher education settings, including the online space
- Highlights methodological questions involved in reflective practice research
Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 17)
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Table of contents (14 chapters)
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Front Matter
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Big Picture Perspectives on Reflective Practice
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Front Matter
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Enacting Reflective Practice with Teacher Learners
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Front Matter
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Enacting Reflection in Teacher Educator Practice
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Front Matter
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Conclusion
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Front Matter
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Back Matter
Keywords
- Reflective practice
- core reflection
- course completion
- critical reflective practice
- feminist perspectives
- mentoring framework
- practicum requirements
- pre-service teachers
- qualitative research techniques
- reflection in teacher education
- retention rates
- self-reflexivity
- stories of teaching
- teacher education
- teacher strategies
- teaching practicum
- video reflection
About this book
Editors and Affiliations
About the editors
Associate Professor Robyn Brandenburg is a teacher-educator in the Faculty of Education and Arts at Federation University Australia, where she has taught Mathematics Education and Professional Experience for 15 years. Her research, based on self-study methodology, has focused on developing ‘Better Pedagogies’ in tertiary education, particularly the role of reflective practice and student feedback in enhancing teaching quality.
Associate Professor Kath Glasswell works in Reading and Literacy Education at California State University, Fullerton, USA. Her research focuses on teacher learning and reflective practice for improving literacy outcomes in low socio-economic, culturally and linguistically diverse schools. She has extensive experience in successfully building school-university partnerships for knowledge generation in Australia, New Zealand and the United States.
Dr Mellita Jones is the Deputy Head of Education Victoria and science educator at the Ballaratcampus of Australian Catholic University. Her research has investigated school-university partnerships, especially in science, reflective practice and authentic use of technology for personalising learning. Her interest in teacher education in the Pacific region has led to significant involvement with the Solomon Islands and the production of teacher education units for UNESCO’s Pacific region teacher education program.
Dr Josephine Ryan is Senior Lecturer in English/Literacy Education at Australian Catholic University, Melbourne campus. Her research has focused on literacy in the digital age and understanding successful teacher education, especially the significance of school partnerships and technology to enhance professional knowledge. In 2014, with Mellita Jones, she published Successful Teacher Education: Partnerships, reflective practice and the place of technology (Sense).
Bibliographic Information
Book Title: Reflective Theory and Practice in Teacher Education
Editors: Robyn Brandenburg, Kathryn Glasswell, Mellita Jones, Josephine Ryan
Series Title: Self-Study of Teaching and Teacher Education Practices
DOI: https://doi.org/10.1007/978-981-10-3431-2
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2017
Hardcover ISBN: 978-981-10-3429-9Published: 06 April 2017
Softcover ISBN: 978-981-10-9872-7Published: 08 August 2018
eBook ISBN: 978-981-10-3431-2Published: 30 March 2017
Series ISSN: 1875-3620
Series E-ISSN: 2215-1850
Edition Number: 1
Number of Pages: XXV, 284
Number of Illustrations: 8 b/w illustrations
Topics: Teaching and Teacher Education, Professional & Vocational Education, Early Childhood Education