03404nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001600153072001700169072002300186072001600209245017700225250001800402264006900420300006200489336002600551337002600577338003600603347002400639490004400663505073100707520101901438650002702457650001802484650002202502650003602524650003102560650001902591700007802610710003402688773002602722776003602748776003602784776003602820830004402856856004602900978-3-031-60211-5DE-He21320251030112632.0cr nn 008mamaa240716s2024    sz |    s    |||| 0|eng d  a97830316021157 a10.1007/978-3-031-60211-52doi 4aLB1705-2286 7aJNMT2bicssc 7aEDU0530002bisacsh 7aJNMT2thema10a(Re)learning as Reflective Practitionersh[electronic resource] :bInsights for Other Professions from Reflective Practice in Teacher Education /cedited by Linley Cornish.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXI, 146 p. 8 illus., 2 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aSpringerBriefs in Education,x2211-193X0 aPart 1: Thinking about reflection -- Chapter 1 Introduction to the major influences on development of the concept ‘reflection’ -- Chapter 2 The importance of reflection, Marguerite Jones -- Chapter 3 A general model for developing skills in reflection: Understanding the zone of proximal reflection -- Part 2: Learning to reflect -- Chapter 4: Embedding reflection in coursework (workshop activities, assessment tasks) -- Chapter 5: Using action research and structured feedback to develop reflection -- Part 3: Becoming a reflective practitioner -- Chapter 6: Embedding reflection in professional practice -- Chapter 7: Reflective practice and professional development -- Chapter 8: Reflection and its role in relearning.  aThis book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning? How do they guide students, mentees, and novices in adopting reflective practices? Stemming from teacher education, the focus is extended beyond this field, emphasizing the relevance of these strategies across professions. It is divided into three parts – thinking about reflection; learning to reflect; and becoming a reflective practitioner. It offers fresh perspectives on conceptualizing reflective practice and suggests practical strategies for integrating it into pre-service coursework, assessment, training, and development. Intended for academics, practitioners, and educators across disciplines, this book serves as a comprehensive guide for anyone committed to fostering reflective practice within their professional sphere. 0aTeachersxTraining of. 0aStudy Skills. 0aCareer education.14aTeaching and Teacher Education.24aStudy and Learning Skills.24aCareer Skills.1 aCornish, Linley.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303160210808iPrinted edition:z978303160212208iPrinted edition:z9783031602139 0aSpringerBriefs in Education,x2211-193X40uhttps://doi.org/10.1007/978-3-031-60211-5