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| 001 | 978-0-387-85744-2 | ||
| 003 | DE-He213 | ||
| 005 | 20140220084456.0 | ||
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| 008 | 100715s2010 xxu| s |||| 0|eng d | ||
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_a10.1007/978-0-387-85744-2 _2doi |
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_a371.3 _223 |
| 100 | 1 |
_aLyons, Nona. _eeditor. |
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_aHandbook of Reflection and Reflective Inquiry _h[electronic resource] : _bMapping a Way of Knowing for Professional Reflective Inquiry / _cedited by Nona Lyons. |
| 264 | 1 |
_aBoston, MA : _bSpringer US, _c2010. |
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_aXXVIII, 590p. 40 illus. _bonline resource. |
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_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aReflection and Reflective Inquiry -- Reflection and Reflective Inquiry: Critical Issues, Evolving Conceptualizations, Contemporary Claims and Future Possibilities -- Foundational Issues: Needed Conceptual Frameworks -- Reflective Inquiry: Foundational Issues – “A Deepening of Conscious Life” -- The Role of Descriptive Inquiry in Building Presence and Civic Capacity -- Reflective Inquiry in the Professions -- A Critical Analysis of Reflection as a Goal for Teacher Education -- Education for the Law: Reflective Education for the Law -- Reflective Inquiry in the Medical Profession -- Occupational Therapy as a Reflective Practice -- Application of Critical Reflective Inquiry in Nursing Education -- Reflective Inquiry in Social Work Education -- Reflective Practice in the Professions: Teaching -- Critical Reflection as an Adult Learning Process -- Fostering Reflective Practice in the Public Service: A Study of the Probation Service in the Republic of Ireland -- Facilitating and Scaffolding Reflective Engagement: Considering Institutional Contexts -- A Child Study/Lesson Study: Developing Minds to Understand and Teach Children -- Within K-12 Schools for School Reform: What Does it Take? -- Reflective Inquiry in the Round -- Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry -- Inquiry for Equity: Supporting Teacher Research -- ”Doing as I Do“: The Role of Teacher Educator Self-Study in Educating for Reflective Inquiry -- Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry Through a Medical Portfolio Process -- Narrative Inquiry as Reflective Practice: Tensions and Possibilities -- Reflection Through Collaborative Action Research and Inquiry -- Developing Transformative Curriculum Leaders Through Reflective Inquiry -- From Subject to Object: A Constructive-Developmental Approach to Reflective Practice -- Approaches to Assessing Reflective Practice and to the Ethical Dimensions of Reflection and Reflective Inquiry -- Beginnings: Inquiry Practices: How Can They Be Taught Well? -- Approaches to Portfolio Assessment of Complex Evidence of Reflection and Reflective Practice -- Reflective Practice as Conscious Geometry: Portfolios as a Tool for Sponsoring, Scaffolding and Assessing Reflective Inquiry in Learning to Teach -- The Ethical Dimensions of Reflective Practice -- Reflective Inquiry: What Future? -- Going to the Core: Deepening Reflection by Connecting the Person to the Profession -- A Reflective Inquiry as Participatory and Appreciative Action and Reflection -- Reflection and Reflective Inquiry: What Future?. | |
| 520 | _aPhilosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry—and why it’s necessary in our lives—can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Green and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook of Reflection and Reflective Inquiry analyzes through the work of 40 internationally oriented authors: Definitional issues concerning reflection, what it is and is not Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law, among others Methods of facilitating and scaffolding reflective engagement Current pedagogical and research practices in reflection Approaches to assessing reflective inquiry Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times. | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 | _aMedical Education. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aLearning & Instruction. |
| 650 | 2 | 4 | _aProfessional & Vocational Education. |
| 650 | 2 | 4 | _aMedical Education. |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 776 | 0 | 8 |
_iPrinted edition: _z9780387857435 |
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-0-387-85744-2 |
| 912 | _aZDB-2-SHU | ||
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_c109831 _d109831 |
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