01937nam a2200205 i 4500008004100000020002800041040000800069082001600077100002300093245009900116260004100215300004100256336002600297337002800323338002700351500002000378520129600398650001401694700002301708240202s2017    xx a          001 0 und d  a978-981-10-3431-2qpbk.  aGCL  bBRAa371.1110aBrandenburg, Rabyn10aReflective Theory and Practice in Teacher Education /cRabyn Brandenburg and Kathryn Glasswell  aSingapore :bSpringer Nature,c2017.  a284 pages :billustrations ;c24 cm.  atextbrdacontent2txt  aunmediatedbn2rdamedia  avolumebnc2rdacarrier  aIncludes Index.  aThis book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.  aEducation10aGlassWell, Kathryn