Guide to transforming teaching through self-inquiry
By: by James Pelech
Publisher: IAP, Information Age Publishing, Inc.
Published: 2013
Place of publication: Charlotte, North Carolina
Language: eng
Number of pages: 159
ISBN-13: 9781623961596; 9781623961602; 9781623961619
Copyright date: 2013
Subjects: Teaching; Self-knowledge, Theory of; Teachers; Training of; Educational change; Educational innovations
Description: In the past twenty years, the importance of reflection has been recognized by all professions, especially the education profession. In the field of education, terms and practices such as reflective practice, action research, joumaling, collaborative observation, professional development, peer observation, and professional portfolios have become organizing units of discussion and practice. This book extends knowledge in the field, not just by providing prompts and examples of things to do, but also by presenting an organized and cohesive system consisting of definitions, principles, and guidelines that can be used for all reflective practice activities. This system blends ideas and concepts from phenomenology, the Constructivist philosophy, experiential learning, critical reflection, theories on turning knowledge into action, and transformative learning. Moreover, the book creates a logical system for reflective practice that provides a foundation for a framework that organizes teacher transformation through reflection.
Notes: Includes bibliographical references and index.
Table of contents: title: Machine generated contents note: 1. Introduction; title: 1.1. Teacher Self-Inquiry; title: 1.2. Summary; title: 2. What Do Teachers Do?; title: 2.1. Teacher Effects on Learning; title: 2.2. Teacher Actions in the Classroom; title: 2.3.A Closer Look at Reflection; title: 2.4. Frameworks for Reflection; title: 2.5. Evolving from Reflection Into Inquiry; title: 2.6. Summary; title: 3. Foundations; title: 3.1. Teacher Self-Inquiry and Phenomenology; title: 3.2. Critical Reflection; title: 3.3. Transformative Learning; title: 3.4. Knowledge and Action; title: 3.5. Asking Questions; title: 3.6. Characteristics of Reflective Thinking; title: 3.7. Constructivism; title: 3.7.1. Principles of Learning; title: 3.7.2. Four Important Metaphors; title: 3.8. Summary; title: 4. The System; title: 4.1. Platforms for Self-Inquiry; title: 4.2. Prompts for Self-Inquiry; title: 4.2.1. Autonomy; title: -Be Captain of Your Ship; title: 4.2.2. Lived Experiences; title: -TV Reality Show; title: 4.2.3. Turn the Kaleidoscope; title: -Creating New Mental Schemes and Theories; title: 4.3. Summary; title: 5. Teacher Journals; title: 5.1. Purposes of Teacher Journals.; title: Contents note continued: 5.2. Platforms and Modes for Journals: An Overview; title: 5.2.1. Audio Recordings and Journal Entries; title: 5.2.2. Video Journal Entries; title: 5.2.3.A Closer Look at Narrative; title: 5.3. Examples of Traditional Journal Entries; title: 5.3.1. Description; title: 5.3.2. Content and Process; title: 5.3.3. Questioning Fairness and Creating a Tool to Transform Practice; title: 5.3.4. Hegemony; title: 5.3.5. Technical Knowledge and Core Values and Goals; title: 5.4. Examples of Less Traditional Journals; title: 5.4.1. Using a Voice Recognition Program; title: 5.4.2.A Graphical Tool with Narrative; title: 5.4.3. Cartoons; title: 5.5. Special Considerations: Using Artifacts; title: 5.6.A Real-Time Reflection; title: 5.7. Summary; title: 6. Interactive Journals; title: 6.1. Why Interactive Journals?; title: 6.2. Cautions to Consider; title: 6.3. Addressing the Cautions and Building Trust; title: 6.4. Examples; title: 6.4.1. Example 1; title: 6.4.2. Example 2; title: 6.4.3. Example 3; title: 6.4.4. Example 4; title: 6.4.5. Example 5; title: 6.5. Summary; title: 7. The Foundations of Action Research.; title: Contents note continued: 7.1. Action Research vs. Traditional Research; title: 7.1.1. Exercise; title: 7.1.2. Definition of Action Research; title: 7.1.3. Importance of Action Research; title: 7.2.Components of Action Research; title: 7.3. Prompts for Action Research; title: 7.3.1. Prompts for Emerging Questions, Research Questions, and Literature Search; title: 7.3.2. Prompts for a Teaching/Action Plan; title: 7.3.3. Prompts for Collecting Data; title: 7.3.4. Data Interpretation; title: 7.3.5. Prompts for Assessing the Outcomes and the Action Plan; title: 7.3.6. Prompts for the Communication Plan; title: 7.4. Summary; title: 8. Action Research: Example from Middle School; title: 8.1. Overview of the Action Research Project; title: 8.2. Emerging Questions: The 2008 Survey; title: 8.3. Emerging Questions: 2008-2009 Study; title: 8.4. Emerging Questions: Examining the Literature; title: 8.5. Action Research Project: Spring 2011; title: 8.5.1. Description of Activities; title: 8.5.2. Data Collection; title: 8.6. Interpreting Data, Assessing Outcomes, and Devising an Action Plan.; title: Contents note continued: 8.6.1. Week One Data Interpretation and Action Plan; title: 8.6.2. Week 2 Data Interpretation and Action Plan; title: 8.6.3. Week 3 Data Interpretation and Action Plan; title: 8.7. Final Action Plan; title: 8.7.1. Addressing the Short-Term/Intermediate Goal; title: 8.7.2. Applying the Thinking Sheets to Another Field of Study; title: 8.8.Communication Plan; title: 8.9. Summary: Action Research and the Foundations of Teacher Self-Inquiry; title: 9. Professional Development; title: 9.1. Professional Development, Student Learning, and Teacher Improvement; title: 9.2. Approaches to Effective Professional Development; title: 9.2.1. Student Learning; title: 9.2.2. Building Relationships; title: 9.2.3. The Adult Learner; title: 9.2.4. Autonomy, Vision, and Meaning; title: 9.2.5. Contextual Learning and Action Plan; title: 9.3. Instruments for Effective Professional Development; title: 9.3.1. Guidelines for Coexperiencing; title: 9.3.2. Protocol; title: 9.3.3. Goals and Tasks Worksheet; title: 9.3.4. Assessment Plan; title: -Outcomes and Evidence; title: 9.3.5. Project Rubric.; title: Contents note continued: 9.3.6. Action Plan; title: 9.4. Attending a Conference; title: 9.5. Summary; title: 10. Role of Presenter; title: 10.1. Quick Review of Important Concepts; title: 10.2. Guidelines for Facilitating a Presentation; title: 10.4. The Constructivist Presenter; title: 11. Professional Portfolios; title: 11.1. Portfolios as Platforms for Transformation; title: 11.2. Tools for the Portfolio; title: 11.3. Portfolio Conceptual Framework; title: 11.4. Overview of Main Sections; title: 11.5. Artifacts, Rationales, and Examples; title: 11.6. Action Plan and Action Matrix; title: 11.7. Portfolios and Teacher Self-Inquiry.