(Re)learning as Reflective Practitioners (Paperback)

Linley Cornish

ISBN 10: 3031602102 / ISBN 13: 9783031602108

Published by Springer International Publishing AG, Cham, 2024

About this Item

Paperback. 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. This book examines significant developments in reflective practice, delving into research conducted with novice teachers. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9783031602108

Bibliographic Details

• Title: (Re)learning as Reflective Practitioners (Paperback)
• Publisher: Springer International Publishing AG, Cham
• Publication Date: 2024
• ISBN 10: 3031602102
• ISBN 13: 9783031602108
• Binding: Paperback
• Condition: new

About this title

Synopsis

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.

About the Author

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.