000			01984nam a2200229 i 4500
008			240202s2017 xx a 001 0 und d
020			_a978-981-10-3431-2 _qpbk.
040			_aGCL
082			_bBRA _a371.11
100	1	0	_aBrandenburg, Rabyn
245	1	0	_aReflective Theory and Practice in Teacher Education / _cRabyn Brandenburg and Kathryn Glasswell
260			_aSingapore : _bSpringer Nature, _c2017.
300			_a284 pages : _billustrations ; _c24 cm.
336			_atext _brdacontent _2txt
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aIncludes Index.
520			_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.
650			_aEducation
700	1	0	_aGlassWell, Kathryn
942			_2ddc
999			_c2030 _d2030