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Synopsis
This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers.
This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society.
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About the Author
Daniel P. Liston is Professor of Education at the University of Colorado, Boulder.
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Reflective Teaching: An Introduction (Reflective Teaching and the Social Conditions of Schooling)
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Reflective Teaching: An Introduction
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Reflective Teaching: An Introduction
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Reflective Teaching: An Introduction
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Routledge (edition First Edition), 1996
ISBN 10: 080588050X
ISBN 13: 9780805880502
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Reflective Teaching: An Introduction
Published by
Routledge (edition First Edition), 1996
ISBN 10: 080588050X
ISBN 13: 9780805880502
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First Edition
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Reflective Teaching : An Introduction
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Reflective Teaching: An Introduction (Reflective Teaching and the Social Conditions of Schooling Series)
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Reflective Teaching: An Introduction
Published by
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ISBN 10: 080588050X
ISBN 13: 9780805880502
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Reflective Teaching: An Introduction (Reflective Teaching and the Social Conditions of Schooling Series)
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ISBN 10: 080588050X
ISBN 13: 9780805880502
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Seller: WorldofBooks, Goring-By-Sea, WS, United Kingdom
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Paperback. Condition: Very Good. This volume outlines the assumptions and beliefs that distinguish the concept of the reflective teacher from the view of the teacher as passive and a mere technician -- a view that teacher education programs and schools have historically promoted. The authors demonstrate how various conceptions of reflective teaching differ from one another. They believe that it is only through teachers' reflections on their own teaching that they become more skilled, more capable, and in general better teachers. This is the first volume in the "Reflective Teaching and the Social Conditions of Schooling" series. The major goal of both this book and of all of the volumes to follow in this series is to help teachers explore and define their own positions with regard to the topics and issues at hand within the context of the aims of education in a democratic society. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Seller Inventory # GOR005953055
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