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|a 9781119050650
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|a 1119050650
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|z 9781119049708
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|a LB2331.B677 2017
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|a 378.1/25
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|a UAMI
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|a Brookfield, Stephen D.
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|a Becoming a Critically Reflective Teacher.
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|a 2nd ed.
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| 260 |
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|a Somerset :
|b John Wiley & Sons, Incorporated,
|c 2017.
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| 300 |
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|a 1 online resource (307 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a Print version record.
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|a Cover; Title Page; Copyright; Contents; Preface; About the Author; Chapter 1: What Is Critically Reflective Teaching?; Critically Reflective Teaching; Types of Assumptions; Paradigmatic Assumptions; Prescriptive Assumptions; Causal Assumptions; How Do We Examine Assumptions?; Students' Eyes; Colleagues' Perceptions; Personal Experience; Theory and Research; So What Makes Reflection Critical?; Critical Reflection as the Illumination of Power; Dominant Ideology; Unearthing Power Dynamics; Critical Reflection as Uncovering Hegemony; Conclusion; Chapter 2: Uncovering Assumptions of Power.
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|a Commonsense Assumptions about Good TeachingAssumptions of Power; The Circle; The Teacher as Fly on the Wall; Conclusion; Chapter 3: Uncovering Hegemonic Assumptions; I Must Motivate My Students by My Charismatic Singularity; It's All under Control; Washing Clean the Stain of Resistance; The Perfect-Ten Syndrome; Deep Space Nine: The Answer Must Be out There Somewhere; We Meet Everyone's Needs; I Can Fix Racism (Sexism, Classism, Ableism); Conclusion; Chapter 4: The Four Lenses of Critical Reflection; Students' Eyes; Colleagues' Perceptions; Personal Experience; Theory; Conclusion.
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|a Chapter 5: Clarifying the Benefits of Critical ReflectionIt Helps Us Take Informed Actions; It Helps Us Develop a Rationale for Practice; It Helps Us Survive the Emotional Roller Coaster of Teaching; It Helps Us Avoid Self-Laceration; It Enlivens Our Classrooms; It Keeps Us Engaged; It Models the Democratic Impulse; It Increases Trust; Conclusion; Chapter 6: Seeing Ourselves through Students' Eyes; Students' Eyes and Student-Centeredness; The Unwitting Diktat: An Illustration of Power Dynamics; The One-Minute Paper; The Muddiest Point; The Learning Audit; Clickers; Social Media; TodaysMeet.
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|a The Critical Incident QuestionnaireDetecting Problems before They Get out Of Hand; Justifying Why You Use Different Teaching Approaches; Helping Resisters Realize They Are in a Minority; Using CIQs with Small and Large Classes; Letter to Successors; Conclusion; Chapter 7: Learning from Colleagues' Perceptions; Creating Critically Reflective Conversations; Start-up Sentence Completion; Beginning the Conversation with Critical Incidents; Chalk Talk; The Circular Response Method; Bohmian Dialogue; Critical Conversation Protocol; Conclusion; Chapter 8: Team Teaching as Critical Reflection.
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|a Providing Emotional GroundingModeling Critical Reflection for Students; Negotiating Vulnerability; Learning Risk and Embracing Uncertainty; Confirmatory Critical Reflection; Conclusion; Chapter 9: Using Personal Experience; Graduate Study; Professional Development Workshops; Conference Attendance; Recreational Learning; The Story Continues . . .; Final Scene . . .; Conclusion; Chapter 10: Learning from Theory; What Reading Theory Does for Us; It Drops Bombs of Productive Dissonance; It Opens New Worlds; It Helps Us Recognize Ourselves; It Stops Us Accepting Groupthink; Narrative Theorizing.
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| 500 |
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|a Scholarly Personal Narrative.
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| 590 |
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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| 650 |
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|a College teaching.
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| 650 |
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|a College teaching
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| 758 |
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|i has work:
|a Becoming a critically reflective teacher (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCFRVBdryFRKTf7FXK44T9C
|4 https://id.oclc.org/worldcat/ontology/hasWork
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0 |
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|i Print version:
|a Brookfield, Stephen D.
|t Becoming a Critically Reflective Teacher.
|d Somerset : John Wiley & Sons, Incorporated, ©2017
|z 9781119049708
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| 856 |
4 |
0 |
|u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4790372
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