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MARC Record from marc_claremont_school_theology

Record ID marc_claremont_school_theology/CSTMARC1_multibarcode.mrc:221458705:4259
Source marc_claremont_school_theology
Download Link /show-records/marc_claremont_school_theology/CSTMARC1_multibarcode.mrc:221458705:4259?format=raw

LEADER: 04259cam a2200697 a 4500
001 ocm33817656
003 OCoLC
005 20200617075538.4
008 951121s1996 enka b 001 0 eng
010 $a 95047194
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015 $aGB9625759$2bnb
019 $a34722441$a977713629
020 $a0750705159$q(alk. paper)
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035 $a(OCoLC)33817656$z(OCoLC)34722441$z(OCoLC)977713629
050 00 $aLB1025.3$b.L687 1996
080 0 $a371.63
082 00 $a371.1/02$220
084 $a81.61$2bcl
049 $aMAIN
100 1 $aLoughran, John,$d1957-
245 10 $aDeveloping reflective practice :$blearning about teaching and learning through modelling /$cJ. John Loughran.
260 $aLondon ;$aWashington, D.C. :$bFalmer Press,$c1996.
300 $aviii, 202 pages :$billustrations ;$c25 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 194-197) and indexes.
505 0 $apt. 1. Conceptualizing Reflection. 1. An Introduction to Thinking about Teaching. 2. A Model for Learning about Reflection -- pt. 2. Learning through Modelling. 3. Modelling Reflection. 4. Perceptions of Actions: Student-teachers' Understanding of the Practice of Modelling Reflection -- pt. 3. Exploring Student-teachers' Thinking. 5. Recognizing Reflection. 6. Journals: An Insight into Students' Thinking. 7. Understanding the Reflective Cycle -- pt. 4. Reflection 'in Practice'. 8. Three Reflective Instances. 9. Case-studies. 10. Understanding Reflective Practice. 11. Conclusion.
520 $aIn Developing Reflective Practice: John Loughran documents the results of a longitudinal research study into the development of reflective practice in a group of student-teachers during a pre-service education program. For these student-teachers Loughran, as their teacher educator, explicitly modelled his own reflections on practice through journal writing and 'thinking aloud' in class while teaching. Loughran quotes extensively from his journal and his interviews with the students to illustrate how student-teachers learn about reflection, student-teachers develop reflection on their own teaching, and teacher educators can be important catalysts in the development of reflective practitioners.
520 8 $aLoughran concludes that reflective modelling in teacher education is vital for encouraging deliberative and thoughtful practitioners. Building on the work by Dewey and Schon, he translates the conceptualization of reflection in a meaningful way so that teacher educators can apply it in practice for themselves and, hence, model it for their own student-teachers.
590 $bArchive
650 0 $aTeaching.
650 0 $aThought and thinking.
650 7 $aTeaching.$2fast$0(OCoLC)fst01144565
650 7 $aThought and thinking.$2fast$0(OCoLC)fst01150249
650 17 $aDidactiek.$2gtt
650 17 $aLeren.$2gtt
653 0 $aTeaching
856 41 $31996.$uhttp://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=1055248&T=F
856 41 $uhttp://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=766005&T=F
856 41 $uhttp://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=434510&T=F
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938 $aBaker and Taylor$bBTCP$n95047194
938 $aCRC Press$bCRCP$nRUT0RU35319000
938 $aTaylor & Francis$bTYFR$n0750705167
938 $aYBP Library Services$bYANK$n610702
994 $a92$bCST
976 $a10011444536