Developing and Supporting Critically Reflective Teachers : Diverse Perspectives in the Twenty-First Century /

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This collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their inter...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Hernandez, Frank, Endo, Rachel K.
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Netherlands : SensePublishers, 2017.
Temas:
Reflective teaching.
Critical thinking.
Culturally relevant pedagogy.
Enseignement réflexif.
Pensée critique.
Pédagogie culturellement adaptée.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • TABLE OF CONTENTS; FOREWORD; REFERENCE; ACKNOWLEDGEMENTS; From Frank Hernandez; From Rachel Endo; 1. DEVELOPING AND SUPPORTING CRITICALLY REFLECTIVE TEACHERS; INTRODUCTION; DEVELOPING CRITICALLY REFLECTIVE TEACHERS; CREATING A DISTINCT EXPERIENCE FOR BEGINNING TEACHERS; FRAMEWORK AND METHOD; CRITICAL REFLECTION AS SOCIALLY RESPONSIBLE PRACTICE; A BRIEF NOTE ON TERMINOLOGY; REFERENCES; 2. CRITICAL REFLECTION: Making Connections to Past Experiences; INTRODUCTION; A CRITICAL INCIDENT-LEARNING ABOUT RACIAL IDENTITY; HOW MY IDENTITY AS A WHITE TEACHER INFLUENCES MY TEACHING; WHY RACE MATTERS.
  • AUTHENTIC LEARNING: WHAT I SHOULD HAVE DONE WITH TONYHOW CRITICAL REFLECTION HAS CHANGED MY TEACHING; REFERENCES; 3. CELEBRATING "NOT THE WAY TO SAY IT": Embracing Students as Critical Thinkers and Writers; INTRODUCTION; NO SECRETS ALLOWED; SPILLING OUR HEARTS OUT ON PAPER; CONCLUSION; REFERENCES; 4. A JOURNEY TOWARD CRITICAL REFLECTION: Into the World of Culturally Responsive Teaching; INTRODUCTION; BECOMING WHITE; GAINING PERSPECTIVES ON POWER AND PRIVILEGE AS A WHITE WOMAN; INTERROGATING ASSUMPTIONS AND EXPECTATIONS; WHITE TEACHERS RECOGNIZING OUR UN/CONSCIOUS BIASES.
  • "DOING" THE WORK OF CULTURALLY RESPONSIVE PRACTICEFINAL THOUGHS; REFERENCES; 5. TEACHING TO CHANGE OURSELVES AND OUR SOCIETY; INTRODUCTION; WHAT (AND WHO) IS EDUCATION REALLY FOR?; CHALLENGES AND RESISTANCE TO SOCIAL CHANGE; CREATING AFFIRMING, TRANSFORMING, AND VALIDATING SPACES; CONCLUSION; REFERENCES; 6. FOSTERING A GROWTH MINDSET; INTRODUCTION; MY JOURNEY; FROM THEORY TO PRACTICE: FOSTERING A GROWTH MINDSET IN THE CLASSROOM; CONCLUSION; REFERENCES; 7. HOME VISITS, CRITICAL REFLECTION, AND OTHER VALUABLE LESSONS: Becoming a Culturally Competent Teacher; INTRODUCTION.
  • LEARNING ABOUT OTHERS AND SELF THROUGH STORIESMY JOURNEY AND STORY; UNDERSTANDING CULTURAL CONTEXTS; PREPARING FOR HOME VISITS; THE HOME VISITS-IN SOCIOCULTURAL CONTEXTS; HOW HOME VISITS IMPACTED MY TEACHING: CRITICAL REFLECTIONS; CONCLUSION; REFERENCES; 8. IMPLICATIONS FOR PRACTICE AND THEORY; TEACHING IN AN INCREASINGLY COMPLEX AND CONTESTED LANDSCAPE; EMERGENT THEMES; THE NEED TO TRANSFORM TEACHER EDUCATION; Frank; Rachel; FUTURE DIRECTIONS AND DISCUSSIONS; GUIDING QUESTIONS FOR TEACHER-PREPARATION PROGRAMS; GUIDING QUESTIONS FOR DISTRICTS AND SCHOOLS; FINAL REMARKS; REFERENCES.
  • ADDITIONAL READINGSAchievement and Opportunity; Critical Studies of Ethnicity and Race; Curriculum and Instruction; Language and Literacy Education; Identity and Intersecting Identities; Reflective Practice.

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