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Becoming a critically reflective teacher / Stephen D. Brookfield.

By: Material type: TextTextSeries: The Jossey-Bass higher and adult education seriesPublication details: San Francisco : Jossey-Bass, c1995.Edition: 1st edDescription: xxiv, 296 p. ; 24 cmISBN:
  • 0787901318
Subject(s): DDC classification:
  • 378.125 BRO
Online resources:
Contents:
What it means to be a critically reflective teacher -- Becoming critically reflective : a process of learning and change -- Learning to know ourselves : the value of autobiography -- Surprised by the familiar : what autobiographies reveal -- Seeing ourselves through our students\' eyes -- Understanding classroom dynamics : the critical incident questionnaire -- Holding critical conversations about teaching -- Solving problems collaboratively : the good practices audit -- Storming the citadel : reading theory critically -- Using the literature of critical reflection -- Negotiating the risks of critical reflection -- Creating a culture of reflection.
Holdings
Item type Current library Call number Copy number Status Date due Barcode
Standard Loan Moylish Library Main Collection 378.125 BRO (Browse shelf(Opens below)) 1 Available 39002100320085

Enhanced descriptions from Syndetics:

1996 Winner of the Cyril O. Houle World Award for Literature in Adult Education

"[Brookfield] gently demystifies critically reflective learning and teaching with dozens of practical examples from the classroom in different scholarly fields. Lucid, wise, jargon-free, personal and fluently written. Required reading for educators of adults everywhere and for all faculty development programs."
-- Jack Mezirow, emeritus professor of adult education, Teachers College, Columbia University

Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, and applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for ongoing personal and professional development.

Includes bibliographical references (p. 271-287) and indexes.

What it means to be a critically reflective teacher -- Becoming critically reflective : a process of learning and change -- Learning to know ourselves : the value of autobiography -- Surprised by the familiar : what autobiographies reveal -- Seeing ourselves through our students\' eyes -- Understanding classroom dynamics : the critical incident questionnaire -- Holding critical conversations about teaching -- Solving problems collaboratively : the good practices audit -- Storming the citadel : reading theory critically -- Using the literature of critical reflection -- Negotiating the risks of critical reflection -- Creating a culture of reflection.

Table of contents provided by Syndetics

  • What It Means to Be a Critically Reflective Teacher
  • Becoming Critically Reflective: A Process of Learning and Change
  • Learning to Know Ourselves: The Value of Autobiography
  • Surprised by the Familiar: What Autobiographies Reveal
  • Seeing Ourselves Through Our Students' Eyes
  • Understanding Classroom Dynamics: The Critical Incident Questionnaire
  • Holding Critical Conversations About Teaching
  • Solving Problems Collaboratively: The Good Practices Audit
  • Storming the Citadel: Reading Theory Critically
  • Using the Literature of Critical Reflection
  • Negotiating the Risks of Critical Reflection
  • Creating a Culture of Reflection

Author notes provided by Syndetics

STEPHEN D. BROOKFIELD is Distinguished Professor at the University of St. Thomas in Minnesota. He has written widely on the topics of adult education, critical thinking, and teaching and has received numerous awards for his books, including the Cyril O. Houle World Award for Literature in Adult Education and the Imogene E. Okes Award for Outstanding Research in Adult Education.

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