The Purposes, Practices, and Professionalism

Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.

Edward G. Pultorak, PhD, is a faculty member in the Department of Curriculum and Instruction at Southern Illinois University Carbondale.

List of Figures and Tables	p. xiii
Introduction	p. xv
Teacher Reflectivity in Theory and Research
Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance	p. 3
Purposes and Practices of Reflectivity in Teacher Development	p. 25
Reflection as a Social Problem-Solving Process	p. 45
The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum	p. 73
Teacher Reflectivity in Teacher Education Programs
Effective Teacher Preparation: Working to Change Dispositions in New Teachers	p. 97
Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking: A Review of Discourses	p. 119
What We Know and Don't Know about Teacher Reflection	p. 137
Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model	p. 163
Teacher Reflectivity with Teacher Candidates
Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts	p. 191
Teacher Reflectivity: Importance, Origins, and Tools to Facilitate	p. 211
Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program	p. 231
Teacher Reflectivity in Schools and Classrooms
Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice	p. 257
The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime	p. 277
Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice	p. 301
The Role of Professional Teaching Standards in Teacher Reflection	p. 325
Teacher Reflectivity and International Perspectives
Lesson-Based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups	p. 353
Teacher Reflection: What It Is and What It Does	p. 377
The Meno Paradox of Teaching Reflection in Teacher Education	p. 403
Afterword	p. 427
About the Contributors	p. 431
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The Purposes, Practices, and Professionalism of Teacher Reflectivity Insights for Twenty-First-Century Teachers and Students

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