Titlebook: Critical Reflection for Transformative Learning; Understanding e-Port Katrina Liu Book 2020 Springer Nature Switzerland AG 2020 Critical re

transdermal

Infant

Book 2020 in hand, the book turns to practical questions, providing a transformative framework along with examples and tips for teacher educators to use the author’s methods to understand and analyze prospective teachers’ reflection and support their transformative learning.?

intertwine

,Schlu?betrachtung und Ausblick, methodological and theoretical approaches to narrative analysis best suiting to the goals of critical reflection for transformative learning, and the ways in which teacher educators can examine whether or not prospective teachers’ insight has led to transformation in their teaching.

Emasculate

Occlusion

OTTER

Introduction,roblems it intends to address, the theoretical background of the framework, and the broad social context of teacher education. It then briefly describes the research project upon which this book is based, including the research context, participants, methods, and data sources. The chapter ends with

CLAY

Who Celebrates Kwanzaa? The Struggle for Critical Reflection and Transformative Learning,different approach to critical reflection as seen in their ePortfolios. Triangulating their written reflections with classroom observations and interviews also reveals different actions when it comes to transformation of their teaching and their students’ learning. The cases examined in this chapter

召集

,Looking Back on What Was Good and What Was Bad: Prospective Teachers’ Understanding of Critical Refhe patterns of their reflection and classroom teaching practice?discussed in Chap. .. Prospective teachers tend to have a somewhat simplistic understanding of critical reflection, sometimes confusing it with thinking in general, or with criticism, and other times incorporating one or two of the elem

attenuate

,It’s Me Doing Work for Someone Else: Prospective Teachers ’ Attitudes Toward the ePortfolio Reflect the purposes and benefits of the ePortfolio reflection, all participants concluded that ePortfolio reflection assignments represented institutional requirements, bearing little relation to their actual teaching and learning. Consequently, they treated it as “work for somebody else” to meet the requ

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