As with any industry, the education sector often goes through frequent changes. It is every educator’s duty to keep up with these shifting requirements and alter their teaching style accordingly. Fostering Reflective Teaching Practice in Pre-Service Education is an essential reference source that provides a detailed analysis of the most efficient and effective ways for teachers to adapt to changes in their industry. Featuring relevant topics such as reflective teaching methodology, lifelong learning programs, pioneer service learning, and technology integration in education, this book is ideal for current educators, future teachers, academicians, students, and researchers that would like insight into the best practices for keeping up with the demanding changes in the education field.

This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums. It uses reflective practice to connect pre-service teachers’ personal backgrounds with their placement experience concerning a self-selected topic, including teacher educators’ reflections on the pre-service teachers’ reports on these placement topics. By illustrating the broad range of issues encountered by pre-service teachers, sharing multiple perspectives on the complexity of classroom practice, and demonstrating the importance of reflective practice, it also provides a valuable mentoring framework. Moreover, the book studies how examining pre-service teachers’ life experience can facilitate in-depth understanding, specifically in the context of pre-service teachers’ reflections on their own practices in different educational settings. In short, the book helps current and prospective pre-service teachers and teacher educators get to know their students and themselves better using reflective practice.

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.

“This book is a treasure trove of practical suggestions for promoting reflections and feedback that is based upon sound educational theory and research. I recommend it highly.” - David M. Irby, PhD, Vice Dean for Education University of California The authors of this concise volume describe the two underlying principles of becoming a thoughtful practitioner: reflection and feedback. They offer strategies to assist students in developing the attitudes and skills to think about and assess their work, consciously and consistently. Physicians, nurses, psychologists, social workers who are educators of students, residents and practitioners in the health professions will find this an invaluable resource.

This book demonstrates that policy, professionalism, and pedagogy are integral to the development of the best teachers that our students deserve. The empirical quantitative and qualitative studies and narratives presented in this volume demonstrate that strong analyses are needed to drive decisions on policy and practice.

This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.