Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools / Edition 2

by Timothy G. Reagan, Charles W. Case, John W. (Wemple) Brubacher

Overview

A seminal work on reflective practice to help teachers become creative and innovative "agents of inquiry" in their schools and classrooms.

Product Details

ISBN-13:	9780761975533
Publisher:	SAGE Publications
Publication date:	12/22/1999
Edition description:	Second Edition
Pages:	184
Product dimensions:	6.00(w) x 9.00(h) x (d)
Age Range:	3 Months

About the Author

Timothy Reagan is currently Visiting Professor of Educational Leadership at Central Connecticut State University. He has previously been a faculty member at Galluadet University, Central Connecticut State University, the University of Connecticut, Roger Williams University, and the University of the Witwatersrand. He has also served as the Associate Dean of the Neag School of Education at the University of Connecticut, Dean of the School of Education at Roger Williams University, and Dean of the Faculty of Humanities at the University of the Witwatersrand. His areas of interest include educational policy studies and the education of cultural and linguistic minority groups. Reagan co-authored Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools, another Corwin Press book that contributes to the authors’ illustration of leadership in dynamic schools.

Table of Contents

Reflection, Reflective Practice and the Teacher
Toward a 'Culture of Inquiry' in the School
Values, Ethics and Reflective Teaching
Democratic Schooling, Critical Pedagogy and Reflective Practice
The Nexus of School and Community
Transformative and Constructivist Curricula and Instruction
Transformational Leadership in the School
The Teacher as Leader
Preparing Reflective Educators
The Role of Teacher Education
Toward Reflective Practice

Editorial Reviews

The authors draw on experiences evolving out of the overhaul of the U. of Connecticut teacher education program. They include many case studies to illustrate the difficult experiences teachers encounter and to encourage reflection and analysis rather than reliance on a prepackaged set of techniques or simply instinctive reaction. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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