Reflective Theory and Practice in Teacher Education
暫譯: 教師教育中的反思理論與實踐

Brandenburg, Robyn, Glasswell, Kathryn, Jones, Mellita

Reflective Theory and Practice in Teacher Education
  • 出版商: Springer
  • 出版日期: 2018-08-08
  • 售價: $6,930
  • 貴賓價: 9.5 折 $6,584
  • 語言: 英文
  • 頁數: 284
  • 裝訂: Quality Paper - also called trade paper
  • ISBN: 9811098727
  • ISBN-13: 9789811098727

    • 海外代購書籍(需單獨結帳)

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商品描述

This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers' work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

商品描述(中文翻譯)

本書詳細探討了教師教育中的反思實踐。在當前的教育背景下，反思實踐已在許多國家的教師專業標準中被要求，本書分析了基於研究的證據，顯示反思實踐對於改善教育成果的影響力。書中呈現了多種理論和實踐觀點，挑戰讀者思考性別和種族等因素如何影響對反思實踐的理解。記錄增進學習的各種方法，貢獻者討論了全球範圍內的反思實踐，重點關注預備教師、在職教師和大學教師。在當前有壓力要求通過標準化測試來衡量教師工作的時候，本書強調了教學中不可或缺的專業思考，並展示了如何在初任教師中鼓勵這種思考。針對國際教師教育者社群，本書還對分析和評估反思實踐的方法論問題進行了批判性檢視，並展示了能夠賦權教師和預備教師以改變學生的反思實踐。

作者簡介

Associate Professor Robyn Brandenburg is a teacher-educator in the Faculty of Education and Arts at Federation University Australia, where she has taught Mathematics Education and Professional Experience for 15 years. Her research, based on self-study methodology, has focused on developing 'Better Pedagogies' in tertiary education, particularly the role of reflective practice and student feedback in enhancing teaching quality.

Associate Professor Kath Glasswell works in Reading and Literacy Education at California State University, Fullerton, USA. Her research focuses on teacher learning and reflective practice for improving literacy outcomes in low socio-economic, culturally and linguistically diverse schools. She has extensive experience in successfully building school-university partnerships for knowledge generation in Australia, New Zealand and the United States.

Dr Mellita Jones is the Deputy Head of Education Victoria and science educator at the Ballarat campus of Australian Catholic University. Her research has investigated school-university partnerships, especially in science, reflective practice and authentic use of technology for personalising learning. Her interest in teacher education in the Pacific region has led to significant involvement with the Solomon Islands and the production of teacher education units for UNESCO's Pacific region teacher education program.

Dr Josephine Ryan is Senior Lecturer in English/Literacy Education at Australian Catholic University, Melbourne campus. Her research has focused on literacy in the digital age and understanding successful teacher education, especially the significance of school partnerships and technology to enhance professional knowledge. In 2014, with Mellita Jones, she published Successful Teacher Education: Partnerships, reflective practice and the place of technology (Sense).

作者簡介(中文翻譯)

副教授羅賓·布蘭登堡（Robyn Brandenburg）是澳大利亞聯邦大學（Federation University Australia）教育與藝術學院的教師教育者，已教授數學教育和專業經驗達15年。她的研究基於自我研究方法，專注於在高等教育中發展「更好的教學法」（Better Pedagogies），特別是反思實踐和學生反饋在提升教學質量中的角色。

副教授凱斯·格拉斯威爾（Kath Glasswell）在美國加州州立大學富勒頓分校（California State University, Fullerton）從事閱讀與識字教育的工作。她的研究專注於教師學習和反思實踐，以改善低社會經濟、文化和語言多樣化學校的識字成果。她在成功建立學校與大學之間的夥伴關係以促進知識生成方面擁有豐富的經驗，涵蓋澳大利亞、新西蘭和美國。

梅莉塔·瓊斯博士（Mellita Jones）是維多利亞州教育部的副主任及澳大利亞天主教大學（Australian Catholic University）巴拉瑞特校區的科學教育者。她的研究調查了學校與大學的夥伴關係，特別是在科學領域、反思實踐以及真實使用技術以個性化學習方面。她對太平洋地區教師教育的興趣使她與所羅門群島有了重要的合作，並為聯合國教科文組織（UNESCO）太平洋地區的教師教育計劃製作了教師教育單元。

約瑟芬·瑞安博士（Josephine Ryan）是澳大利亞天主教大學墨爾本校區的英語/識字教育高級講師。她的研究專注於數位時代的識字以及理解成功的教師教育，特別是學校夥伴關係和技術在提升專業知識中的重要性。2014年，她與梅莉塔·瓊斯共同出版了《成功的教師教育：夥伴關係、反思實踐與技術的地位》（Successful Teacher Education: Partnerships, reflective practice and the place of technology，Sense）。

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