Overview
- Summarizes major developments in reflective practice
- Explores how professionals learn and guide
- Offers fresh perspectives on integrating reflective practice
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Keywords
- Reflective practice
- Reflective practitioner
- Professional development of reflective practice
- Strategies to encourage reflection
- Practical strategies for reflection
- Learning to reflect
- Relearning from reflective practice
- Learning from practice
- Reflection in the professions
- Zone of proximal reflection
- Double loop learning
- Transformative learning
- Action research and reflection
- Reflection in communities of practice
About this book
This book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning? How do they guide students, mentees, and novices in adopting reflective practices? Stemming from teacher education, the focus is extended beyond this field, emphasizing the relevance of these strategies across professions. It is divided into three parts – thinking about reflection; learning to reflect; and becoming a reflective practitioner. It offers fresh perspectives on conceptualizing reflective practice and suggests practical strategies for integrating it into pre-service coursework, assessment, training, and development. Intended for academics, practitioners, and educators across disciplines, this book serves as a comprehensive guide for anyone committed to fostering reflective practice within their professional sphere.
Editors and Affiliations
About the editor
Linley Cornish, Adjunct Associate Professor (University of New England, Australia), has won multiple teaching awards during her career as teacher educator. She has always promoted active learning through creative workshop activities and assessment tasks requiring application of theories and strategies and incorporating elements of reflective practice to make learning personal and relevant. Reflective activities were incorporated into these tasks via pedagogical frameworks that can be adapted for use in other professions.
Bibliographic Information
Book Title: (Re)Learning as Reflective Practitioners
Book Subtitle: Insights for Other Professions from Reflective Practice in Teacher Education
Editors: Linley Cornish
Series Title: SpringerBriefs in Education
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Softcover ISBN: 978-3-031-60210-8Due: 22 July 2024
eBook ISBN: 978-3-031-60211-5Due: 22 July 2024
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1