Reflective Teaching: An Introduction

142 Pages·2013·0.807 MB·English

by  Kenneth M. Zeichner, Daniel P. Liston

REFLECTIVE TEACHING
“A concise introduction to teacher reflection, examining the foundations and purposes
of teachers’ reflective practice in clear, engaging prose. The teacher-based vignettes
provide meaningful, practical connections between the act of reflection and the act of
teaching.”
Melanie Shoffner, Purdue University, USA
“Few authors manage to handle the complexity inherent in teaching as accessibly as
Zeichner and Liston, without losing any of the nuance and subtlety needed to address
these issues. I appreciate the fact that the authors do not attempt to provide recipes,
but instead introduce tools to think about the profession that are historically and philo-
sophically grounded.”
Daniel Friedrich, Teachers College, Columbia University, USA
This popular text provides a clear, succinct explanation of how reflection is integral
to teachers’ understandings of themselves, their practice, and their context, and elabo-
rates how various conceptions of reflective teaching differ from one another. The
emphasis on the importance of both self and context is embedded within distinct and
varied educational traditions (conservative, progressive, radical, and spiritual). Read-
ers are encouraged to examine their own assumptions and understandings of teaching,
learning, and schooling and to reflect on self and context. The major goal of both this
book, and all of the volumes in the “Reflective Teaching and the Social Conditions
of Schooling” series, is to help teachers explore and define their own positions with
regard to key topics and issues related to the aims of education in a democratic society.
Its core message is that such reflection is essential to becoming more skilled, more
capable, and in general better teachers.
New in the Second Edition
(cid:129) Features three new chapters and new case material to explore refl ection within and
across traditions
(cid:129) Underscores use of critical educational texts and fi lm to encourage refl ection
(cid:129) Highlights emotional features of teaching and refl ection
(cid:129) Addresses spiritual/contemplative domains in educational traditions
(cid:129) Companion website containing student self-assessment resources (including fl ash
cards, multiple-choice questions, short answer questions, and case studies), Power-
Point presentations for each chapter, and bibliographies for students and instructors.
Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of
Teacher Education at the University of Washington, USA.
Daniel P. Liston is Professor of Education in the Educational Foundations Policy and
Practice and the Curriculum and Instruction programs at the University of Colorado–
Boulder, USA.
REFLECTIVE TEACHING AND THE SOCIAL CONDITIONS
OF SCHOOLING
A Series for Prospective and Practicing Teachers
Daniel P. Liston and Kenneth M. Zeichner, Series Editors
Zeichner & Liston (cid:129) Reflective Teaching: An Introduction
Liston & Zeichner (cid:129) Culture and Teaching
Maher & Ward (cid:129) Gender and Teaching
Commins & Miramontes (cid:129) Linguistic Diversity and Teaching
Meyer & Manning (cid:129) Reading and Teaching
Anderson (cid:129) Religion and Teaching
Crockett (cid:129) Mathematics and Teaching
Gabel & Connor (cid:129) Disability and Teaching
Zeichner & Liston (cid:129) Reflective Teaching: An Introduction,
Second Edition
REFLECTIVE
TEACHING
An Introduction
Second Edition
Kenneth M. Zeichner and Daniel P. Liston
Second edition published 2014
by Routledge
711 Third Avenue, New York, NY 10017
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2014 Taylor & Francis
The right of Kenneth M. Zeichner and Daniel P. Liston to be identified as authors of this work has
been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents
Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and
are used only for identification and explanation without intent to infringe.
First edition published by Routledge in 1996
Library of Congress Cataloging-in-Publication Data
Zeichner, Kenneth M.
Reflective teaching : an introduction / by Kenneth M. Zeichner and Daniel P. Liston.—
Second edition.
pages ; cm
Includes bibliographical references and index.
1. Reflective teaching. 2. Education—Social aspects. 3. Critical pedagogy.
I. Liston, Daniel Patrick. II. Title.
LB1025.3.Z45 2014
371.102—dc23
2013007585
ISBN: 978-0-415-82660-0 (hbk)
ISBN: 978-0-415-82661-7 (pbk)
ISBN: 978-0-203-77113-6 (ebk)
Typeset in Times New Roman
by Apex CoVantage, LLC
CONTENTS
Series Preface ix
Introduction ix
Impacts of the Social Conditions of Schooling x
Examining the Social Conditions of Schooling xii
Understanding and Examining Personal Beliefs About
Teaching and Schooling xiv
About the Books in This Series xiv
Series Acknowledgments xv
Preface xvii
Acknowledgments xix
1. UNDERSTANDING REFLECTIVE TEACHING 1
An Initial Distinction: Reflective Teaching and Technical Teaching 1
On Reflective Teaching 4
The Bandwagon of Reflective Teaching 7
2. HISTORICAL ROOTS OF REFLECTIVE
TEACHING 9
Introduction 9
Dewey’s Contribution: What Is Reflective Teaching? 9
v
vi CONTENTS
Openmindedness 11
Responsibility 11
Wholeheartedness 12
Reflection and the Pressures of Teaching 13
Schon: “Reflection-on-Action” and “Reflection-in-Action” 15
Framing and Reframing Problems 17
Criticisms of Schon’s Conception 19
Reflection: A Singular or Dialogical Activity 19
Reflection as Contextual 20
Summary 24
3. TEACHERS’ PRACTICAL THEORIES 25
Introduction 25
Handal and Lauvas’ Framework for Understanding the Source of
Teachers’ Practical Theories 26
Personal Experience 27
Transmitted Knowledge 30
Values 32
Summary 35
4. THE STUFF OF REFLECTION 36
Introduction 36
Teaching as Emotional Labor 37
Thinking and Feeling 39
Metaphors and Images in Teacher 43
Enabling Reflection on Teaching 46
Summary 49
5. REFLECTIVE TEACHING AND EDUCATIONAL
TRADITIONS 50
Introduction 50
Teachers, Traditions, and Teaching 51
The Progressive Tradition 53
The Conservative Tradition 58
CONTENTS vii
Core Knowledge—E. D. Hirsch 59
Higher Learning 61
The Social Justice Tradition 65
The Spiritual-Contemplative Tradition 70
Summary 76
6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE
TEACHING 77
Introduction 77
The Teaching Self 78
Attending to Students 82
The Context of Schooling 87
The Social Conditions of Schooling 87
Engaging Community and Difference 90
One Last Vignette 96
Concluding Thoughts . . . 97
Appendix A 99
Notes 107
References 109
Index 115
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SERIES PREFACE
INTRODUCTION
W e know that some readers tend to skip introductory material, but we
hope you will continue. The success of this book depends, in large part,
on how you use it. Here we outline some of our key assumptions and sug-
gest ways to approach the material in each book of our series, “Reflective
Teaching and the Social Conditions of Schooling.” First we identify some
of the reasons for creating this series. We then relate a bit about our dis-
satisfaction with how teacher education has been conducted and how it
could be changed. Finally we suggest ways to utilize best the material in
this and subsequent texts.
T wo decades ago we were asked to develop further the ideas outlined in
our book Teacher Education and the Social Conditions of Schooling (Lis-
ton & Zeichner, 1991). It was suggested that we take our basic approach
to teacher reflection and our ideas about teacher education curricula and
put them into practice. The proposal was attractive and the subsequent
endeavor proved to be very challenging. It never seems easy to translate
educational “shoulds” and possibilities into schooling “cans” and realities.
But over the last 15 years we have made progress in that effort by design-
ing a book series intended to help prospective, beginning, and experienced
teachers reflect on their profession, their teaching, and their experiences.
We are pleased and delighted to have the opportunity to share this work
with you. We hope you will find these texts engaging and useful.
ix