Reflective Practitioner, The (Custom Edition) + Dilemmas of Practice, 1st edition

Published by Pearson (July 9, 2012) © 2013

  • Mary Weaven Victoria University
  • Elspeth Stephenson

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ISBN-13: 9314994251845
Reflective Practitioner, The (Custom Edition) + Dilemmas of Practice
Published 2012
This custom edition is published for the University of Tasmania.

This pack contains 1 copy of Dilemmas of Practice and 1 copy of The Reflective Practitioner (Custom Edition).

Dilemmas of Practice is a collection of case studies authored by pre-service teachers from a number of Australian Universities, who reflect on an incident or situation they faced that challenged their teaching philosophy.

Lecturers and students who used this text have given very positive feedback, saying that these cases encouraged critical thinking and discussion about how their teaching practice differed from theory in real-world situations.

The Reflective Practitioner
  • Module 1: Reflective Practice
  • Gibbs, C. (2006). To be a teacher. Journeys towards authenticity. New Zealand: Pearson Education.
  • Week 2 Reflecting on oneself as a teacher
  • Week 3 Reflecting on practice. Teacher self-efficacy
  • Week 4 Reflecting on practice. Child self-efficacy
  • Week 5 Developing skills of reflective practice: making connections
  • Week 6 Developing skills of reflective practice: revealing new understandings
  • Module 2: Action Research
  • Mills, G.E. (2011). Action Research. A guide for the teacher researcher. (4th Ed). Upper Saddle River, NJ: Pearson Education, Inc.
  • Week 8 What is action research?
  • Week 9 Developing an action research plan
  • Week 10 Data gathering
  • Week 11 Data analysis
  • Week 12 Finalising your action research plan
Dilemmas of Practice
  • Case 1: To Teach or Not to Teach Shakespeare?
  • Choice of curriculum content: a perennial problem for teachers. Who should choose, and what should be the criteria?
  • Case 2: Rosie’s Snacks
  • What should we do when we see unhealthy snacks in a child’s lunch box? In what circumstances might it be permissible to remove these?
  • Case 3: When Silence is Golden
  • When silence is golden ... yet the supervising teacher insists that a whistle is the best way to achieve this.
  • Case 4: Hope for Henry
  • After a two-week break, Henry, who was previously working well, has ‘gone downhill’. Why are successful strategies now being ignored by the mentor?
  • Case 5: Crossing Unspoken Boundaries
  • On the importance of being positive in a negative environment. Anh is a talented student, yet she has been labelled a ‘no-hoper’.
  • Case 6: The Photo Puzzle: Encouraging Parent Involvement
  • Asking for family photos to be brought into the classroom seemed like such a good idea at the time...
  • Case 7: Locked In
  • What are the implications when a pre-service teacher is placed in a physically compromising position by a reckless student?
  • Case 8: Best Laid Plans
  • Who should accept responsibility when a teaching folder containing detailed notes for the lesson is tampered with before the lesson could begin?
  • Case 9: The Curious Incident of the Injured Student
  • When should we take seriously the claim that a student is injured?
  • Case 10: Chair swinging
  • Confessions of a self-acknowledged chair swinger who is asked to discipline a child for refusing a request to stop swinging on the chair.
  • Case 11: An ‘ill’-conceived Choice?
  • The task was to teach the phonics concept of ‘ill’ words, yet all of these students spoke Pitjantjatjara as their first language. How to proceed?

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