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The Mind of the Qur’ān Chapters in Reflection

The Reflective Practice Guide An Interdisciplinary Approach to Critical Reflection

The Reflective Practice Guide An Interdisciplinary Approach to Critical Reflection

The Reflective Practice Guide offers an accessible introduction to engaging effectively in critical reflection supporting all students in their development of the knowledge and skills needed to enhance their professional practice. This second edition has been thoroughly updated with new chapters emphasising the importance of personal growth processing emotions building resilience and issues of diversity intersectionality and positionality. Throughout the book Barbara Bassot illustrates the process of critical reflection using examples and case studies drawn from a range of professional contexts offering an interdisciplinary model of practice that may be applied to many settings. Drawing on literature from a range of disciplines chapters explore the key aspects of reflection including: Developing self-awareness The role of writing in reflection Reflecting with others The importance of emotions and processing feelings Managing change Learning from experiences Self-care and avoiding burnout The book is extended and enhanced through Instructor and Student Resources that include additional content including case studies reflective activities diagrams and videos. These can be found at www. routledge. com/cw/bassot. This essential text offers support guidance and inspiration for all students in the helping professions including education health social care and counselling who want to gain greater self-awareness challenge assumptions and think about practice on a deeper level. | The Reflective Practice Guide An Interdisciplinary Approach to Critical Reflection

GBP 34.99
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Theological Reflection and Education for Ministry The Search for Integration in Theology

Self-Reflection for the Opaque Mind An Essay in Neo-Sellarsian Philosophy

Theological Reflection and the Pursuit of Ideals Theology Human Flourishing and Freedom

The Power of Reflection in Teacher Education and Professional Development Strategies for In-Depth Teacher Learning

The Power of Reflection in Teacher Education and Professional Development Strategies for In-Depth Teacher Learning

Based on years of extensive research on teacher development this book offers a practical introduction to the concept of teacher reflection demonstrating how student teachers can engage with reflective learning from their teaching and classroom experiences in a systematic and inspiring way. Providing practical models and guidelines for use in the classroom renowned teacher educators Fred Korthagen and Ellen Nuijten outline various strategies for promoting reflection and illustrate how a deeper form of reflection ・ ‘core reflection’ ・ enhances awareness of professional identity and supports the dismantling of inner obstacles therefore enhancing social justice and empowering diverse student populations. The authors demonstrate how a trajectory for learning can be designed to develop key competencies as well as the role played by university- and school-based teacher educators in supporting teachers’ self-directed reflection. Featuring a variety of tools that support professional growth this unique text demystifies the area of teacher reflection helping to provide concrete and inspiring examples for how to strengthen professional identity based on everyday challenges faced by practitioners. The Power of Reflection in Teacher Education and Professional Development is therefore an essential guide for students in-service teachers and teacher educators alike as well as for anyone in the helping professions. | The Power of Reflection in Teacher Education and Professional Development Strategies for In-Depth Teacher Learning

GBP 34.99
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Developing Intercultural Competence in Higher Education International Students’ Stories and Self-Reflection

Developing Intercultural Competence in Higher Education International Students’ Stories and Self-Reflection

This book presents students’ reflections on their intercultural student experiences and utilizing the UNESCO Story Circle methodology illustrates how such reflection can aid the development of intercultural competence (IC). The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation stereotypes cultural difference and communities of support the text demonstrates application of the UNESCO Story Circle approach in developing IC. Further vignettes are analyzed and guiding questions are offered to structure readers’ reflection and discussion to facilitate further honing of intercultural competencies. The volume promotes IC amongst individual educators trainers international students and community members and provides guidance in addressing international students’ wellbeing more broadly. This text will benefit scholars academics and students in the fields of higher education multicultural education and intercultural communication. Those involved with international and comparative education as well as student affair practice and higher education administration will also benefit from this volume. | Developing Intercultural Competence in Higher Education International Students’ Stories and Self-Reflection

GBP 38.99
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Renaissance Man

Culturally Responsive Teaching and Reflection in Higher Education Promising Practices From the Cultural Literacy Curriculum Institute

Recovery Meaning-Making and Severe Mental Illness A Comprehensive Guide to Metacognitive Reflection and Insight Therapy

Nursing Literature Reviews A Reflection

School Staff Culture Knowledge-building Reflection and Action

School Staff Culture Knowledge-building Reflection and Action

A powerful school culture can unite staff in a common vision shape positive behaviours and attitudes and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge seeing the big picture of the school and cherishing their role in it. Drawing on key ideas from systems theory psychology anthropology business and philosophy this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development. Written by a leading practitioner and designed to support reflections and planning for concrete actions this is essential reading for school leaders and head teachers wanting to develop an authentic powerful and positive school staff culture. School Staff Culture benefits from a completely free school development package with session plans slides and resources to structure a programme of sessions for leadership and specialist culture teams. The package supports the input reflection discussion evaluation and contextualised application and review that will really bring the ideas in School Staff Culture to life in a school and can be downloaded from www. routledge. com/9781032121963. | School Staff Culture Knowledge-building Reflection and Action

GBP 16.99
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John Hick A Critical Introduction and Reflection

Man and Materialism

Experiencing ACT from the Inside Out A Self-Practice/Self-Reflection Workbook for Therapists

Man the Hunter

Experiencing Schema Therapy from the Inside Out A Self-Practice/Self-Reflection Workbook for Therapists

Teaching and Learning about Difference through Social Media Reflection Engagement and Self-assessment

The Transformations of Man

Melancholy and the Landscape Locating Sadness Memory and Reflection in the Landscape

God and Man In the Old Testament

The Routledge Guidebook to Paine's Rights of Man

Novice Teachers Embracing Wobble in Standardized Schools Using Dialogue and Inquiry for Self-Reflection and Growth

Novice Teachers Embracing Wobble in Standardized Schools Using Dialogue and Inquiry for Self-Reflection and Growth

A critical resource for pre-service and practicing teachers this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives particularly those that recognize the expressed concerns of novice teachers no matter what their pedagogical stance might be. By sharing novice teachers’ wobble stories and their outcomes this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective adaptable and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development. | Novice Teachers Embracing Wobble in Standardized Schools Using Dialogue and Inquiry for Self-Reflection and Growth

GBP 36.99
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