CONTENTS

SERIES PREFACE
Introduction
Examining the Social Conditions of Schooling
Understanding and Examining Personal Beliefs about Teaching and Schooling
About the Books in this Series
Series Acknowledgments

PREFACE
Acknowledgements

1. UNDERSTANDING REFLECTIVE TEACHING
An Initial Distinction: Reflective Teaching and Technical Teaching
On Reflective Teaching
The Bandwagon of Reflective Teaching

2. HISTORICAL ROOTS OF REFLECTIVE TEACHING
Introduction
Dewey’s Contribution: What is Reflective Teaching?
Openmindedness
Responsibility
Wholeheartedness
Reflection and the Pressures of Teaching
Schon: “Reflection-on-Action” and “Reflection-in-Action”
Framing and Reframing Problems
Criticisms of Schon’s Conception
Reflection: A Singular or Dialogical Activity
Reflection as Contextual
Summary

3. TEACHERS' PRACTICAL THEORIES
Introduction
Handal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical Theories
Personal Experience
Transmitted Knowledge
Values
Summary

4. THE STUFF OF REFLECTION
Introduction
Teaching as emotional labor
Thinking and Feeling
Metaphors and Images in Teacher
Enabling Reflection on Teaching
Conclusion

5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS
Introduction
Teachers, Traditions, and Teaching
The Progressive Tradition
The Conservative Tradition
Core Knowledge ? E. D. Hirsch
Higher Learning
The Social Justice Tradition
The Spiritual-Contemplative Tradition
Conclusion

6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING
Introduction
The Teaching Self
Attending to Students
The Context of Schooling
The Social Conditions of Schooling
Engaging Community and Difference
One Last Vignette
Concluding Thoughts...

Appendix A

References