Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-Related Knowledge

Autor/in	Minott, Mark A.
Titel	Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-Related Knowledge
Quelle	In: Professional Development in Education, 36 (2010) 1-2, S.325-338 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Teacher Educators; Professional Development; Reflective Teaching; Independent Study; Self Evaluation (Individuals); Inquiry + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Selbststudium
Abstract	The broad purpose of this self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self-directed professional development can be enacted, but it is also an effective form of self-directed professional development. Specifically, the report shows how the author (by employing elements of reflective teaching in lectures and tutorials) built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10