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Reflective Practice for Educators
Professional Development to Improve Student Learning
Second Edition
- Karen F. Osterman - WorkWise Research and Consulting
- Robert B. Kottkamp - Hofstra University, USA, Consultant
Other Titles in:
Continuing Professional Development | Reflective Practice | Teaching Methods & Learning Styles
Continuing Professional Development | Reflective Practice | Teaching Methods & Learning Styles
June 2004 | 240 pages | Corwin
Over the past ten years, the term reflective practice has become imbedded in the language of education, as a growing number of districts adopt the principals of reflective practice to create effective schools. The Second Edition of Reflective Practice for Educators stresses the need for effective implementation of new programmes in order to provide an opportunity to explore the ways of thinking, seeing, and believing that affect what we do and how we do it. Without this consciousness, even the best programme will not be sustained in the face of continual demand for newer and better solutions. The authors believe that the most enduring changes will take place in schools as teachers, administrators, and parents ponder how students learn and how the adults responsible for their learning can best support them. The most successful schools in creating change are those functioning as learning organizations.
Preface
Acknowledgments
About the Authors
1. Reflective Practice, School Reform, and Professional Development
2. Engaging in Reflective Practice: A Cycle of Experiential Learning
3. Gathering Data: The Keystone of Reflective Practice
4. Facilitating Reflective Practice in the Workplace
5. The Problematic Student
6. Bullying and Victimization in the Classroom
7. Teachers and Kids as Reflective Practitioners of their Learning
8. Reflective Practice for Empowerment
References
Index
Anyone serious about leading the reform of teaching and learning in our schools should read this book. Kottkamp and Osterman reframe the conversation about what it means to lead a learning organization. Their reflective processes hold promise for educators as they struggle together to create new possibilities for student learning.
Miami University, Ohio