Reflective Teaching

Gesellschaftliche Umbrüche lassen auch wissenschaftliche Erkenntnisse, Kategorien, Zugänge, Methoden und Verfahren fraglich werden. In solchen Zeiten ist die Wissenschaft besonders gefordert, sich kritisch und selbstkritisch des erreichten Stands der Dinge zu vergewissern. Auch gilt es, nach neuen Wegen der Erkenntnis zu suchen. Renommierte GeschlechterforscherInnen stellen sich hier dieser Herausforderung. Es schreiben Nina Baur, Regina Becker-Schmidt, Raewyn Connell, Mechthild Bereswill, Bettina Dausien, Melanie Groß und Gabriele Winker, Carol Hagemann-White, Jeff Hearn, Karin Jurczyk und Maria S. Rerrich, Gudrun-Axeli Knapp, Ellen Kuhlmann und Christa Larsen, Edelgard Kutzner, Sigrid Metz-Göckel, Michael Meuser, Sylvia M. Wilz und Ilka Peppmeier.

... a concise introduction to teacher reflection, examining the foundations and purposes of teachers' reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching. Melanie Shoffner, Purdue University, USA Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded. Daniel Friedrich, Teachers College, Columbia University, USA

Autorentext

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.

Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction Research on Teaching and Teacher Education programs at the University of Colorado Boulder, USA.

Zusammenfassung
The goal of this text is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. It explains how reflection is integral to teachers' work and elaborates how various conceptions of reflective teaching differ from one another.

Inhalt

CONTENTS

SERIES PREFACE
Introduction
Examining the Social Conditions of Schooling
Understanding and Examining Personal Beliefs about Teaching and Schooling
About the Books in this Series
Series Acknowledgments

PREFACE
Acknowledgements

1. UNDERSTANDING REFLECTIVE TEACHING
An Initial Distinction: Reflective Teaching and Technical Teaching
On Reflective Teaching
The Bandwagon of Reflective Teaching

2. HISTORICAL ROOTS OF REFLECTIVE TEACHING
Introduction
Dewey's Contribution: What is Reflective Teaching?
Openmindedness
Responsibility
Wholeheartedness
Reflection and the Pressures of Teaching
Schon: Reflection-on-Action and Reflection-in-Action
Framing and Reframing Problems
Criticisms of Schon's Conception
Reflection: A Singular or Dialogical Activity
Reflection as Contextual
Summary

3. TEACHERS' PRACTICAL THEORIES
Introduction
Handal and Lauvas' Framework for Understanding the Source of Teachers' Practical Theories
Personal Experience
Transmitted Knowledge
Values
Summary

4. THE STUFF OF REFLECTION
Introduction
Teaching as emotional labor
Thinking and Feeling
Metaphors and Images in Teacher
Enabling Reflection on Teaching
Conclusion

5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS
Introduction
Teachers, Traditions, and Teaching
The Progressive Tradition
The Conservative Tradition
Core Knowledge E. D. Hirsch
Higher Learning
The Social Justice Tradition
The Spiritual-Contemplative Tradition
Conclusion

6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING
Introduction
The Teaching Self
Attending to Students
The Context of Schooling
The Social Conditions of Schooling
Engaging Community and Difference
One Last Vignette
Concluding Thoughts...

Appendix A

References