Reflection and the college teacher : a solution for higher education /

Saved in:
Bibliographic Details
Main Authors: Wlodarsky, Rachel (Author), Walters, Howard (Author)
Format: eBook
Language:English
Published: Charlotte, N.C. : Information Age Publishing, Inc., [2014]
Series:Innovative perspectives of higher education.
Subjects:
Online Access:CONNECT
CONNECT
LEADER 05250cam a2200589Ii 4500
001 in00005990603
006 m o d
007 cr |||||||||||
008 140303s2014 ncu ob 000 0 eng d
005 20211007170757.9
035 |a 1WRLDSHRocn871246320 
040 |a N$T  |b eng  |e rda  |e pn  |c N$T  |d YDXCP  |d E7B  |d OCLCF  |d OCLCQ  |d EBLCP  |d DEBSZ  |d VGM  |d OCLCQ  |d UKAHL  |d OCLCQ 
019 |a 923178691  |a 992913031 
020 |a 9781623964719  |q (electronic bk.) 
020 |a 1623964717  |q (electronic bk.) 
020 |z 9781623964696 
020 |z 1623964695 
020 |z 9781623964702 
020 |z 1623964709 
035 |a (OCoLC)871246320  |z (OCoLC)923178691  |z (OCoLC)992913031 
050 4 |a LB2331  |b .W57 2013 
082 0 4 |a 378.1/25  |2 23 
049 |a TXMM 
100 1 |a Wlodarsky, Rachel,  |e author. 
245 1 0 |a Reflection and the college teacher :  |b a solution for higher education /  |c by Rachel Wlodarsky and Howard Walters. 
264 1 |a Charlotte, N.C. :  |b Information Age Publishing, Inc.,  |c [2014] 
300 |a 1 online resource. 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Innovative perspectives of higher education: research, theory, and practice 
588 0 |a Print version record. 
504 |a Includes bibliographical references. 
505 0 |a ""Front Cover""; ""CHAPTER 1 Colleges of Education in 21st Century America""; ""Societal Conceptions of College Faculty""; ""Philosophical Tension Surrounding Teacher Education""; ""Budget Pressures""; ""Technology Pressures""; ""Globalization""; ""Academy Issues""; ""Implications""; ""CHAPTER 2 What Is Reflection, Its Capacity, and Why Is It Important?""; ""Central Issue of the Chapter""; ""The Centrality of Faculty""; ""Support From Research""; ""1. that reflection can, but may not, lead to changes in practice; ""; ""2. that reflective practice is a multidimensional process, and"" 
505 8 |a ""3. that reflective practice includes discreet skills which may be taught and learned (Day, 1993 Feiman-Nemser & Parker, 1992; Ferry & Ross-Gordon, 1998; Hoffman-Kipp, Artiles, & Lopez-Torres, 2003; SchÃœn, 1987; Usher, Bryant, & Johnston, 1997).""; ""Background and History of Reflective Practice""; ""Chronological Overview of the Concept of Reflection""; ""1. Reflective practice needs to be understood as a discourse.""; ""2. Reflective practice is fuelled and energized by experience, .""; ""3. Reflective practice is a process that involves a reflective turn. 
505 8 |a This means returning to look again at all our taken-for-granted values, professional understandings and practices, """"4. Reflective practice is concerned with learning how to account for ourselves.""; ""5. Reflective practice should be understood as a disposition to inquiry.""; ""6. Reflective practice is interest-serving, when we reflect we are engaging in a process of knowledge creation.""; ""7. Reflective practice is enacted by those who are critical thinkers.""; ""8. Reflective practice is a way of decoding a symbolic landscape."" 
505 8 |a ""9. Reflective practice sits at the interface between notions of practice and theory.""""10. Reflective practice occupies a position at the confluence or intersection of a number of ways of knowing (p. 16-19).""; ""Reflection in the Education Professions""; ""Is Reflection More Than “Thinking About?'""; ""The Centrality of Reflection""; ""Professional Development Models and Reflection""; ""Studies Using King and Kitchener's Epistemic Judgment Model""; ""1. Knowledge is absolute, concrete with external authority and beliefs need no justification and no alternatives are perceived."" 
505 8 |a ""2. Knowledge is absolute but partial with external authority and existence of alternative views is acknowledged however, absolute knowledge is still maintained. There is a right way to believe.""""3. Knowledge is absolute and uncertainty is temporary until external authority finds truth and beliefs are justified by reference to an authority's view.""; ""4. Knowledge is uncertain and ambiguous and beliefs are justified by reasons and using evidence.""; ""5. Knowledge is contextual and subjective and beliefs are justified within a particular context."" 
590 |a EBSCO eBook Academic Comprehensive Collection North America 
650 0 |a College teaching. 
650 0 |a Reflective teaching. 
700 1 |a Walters, Howard,  |e author. 
730 0 |a WORLDSHARE SUB RECORDS 
776 0 8 |i Print version:  |a Wlodarsky, Rachel.  |t Reflection and the college teacher  |z 9781623964696  |w (DLC) 2013032674  |w (OCoLC)858080434 
830 0 |a Innovative perspectives of higher education. 
856 4 0 |u https://ezproxy.mtsu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=649375  |z CONNECT  |3 eBooks on EBSCOhost  |t 0 
949 |a ho0 
994 |a 92  |b TXM 
998 |a wi  |d z 
999 f f |s e6b526dd-af46-4dc3-b9a5-3782309cb40d  |i e6b526dd-af46-4dc3-b9a5-3782309cb40d  |t 0 
952 f f |t 1  |e LB2331 .W57 2013  |h Library of Congress classification 
856 4 0 |3 eBooks on EBSCOhost  |t 0  |u https://ezproxy.mtsu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=649375  |z CONNECT