Reflectivity and Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators

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Many educator preparation programs have a teacher reflection component and/or model; however, the current available literature provides little information regarding reflections impact on teacher performance and student learning. Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers. This text will be useful for teacher education programs, graduate programs in education, and professional development for educators. The goal of this book is to substantiate the knowledge, skills, and dispositions that have been used to establish teacher reflectivity as a foundation of teacher education and to advance the acquisition, applications, and appreciation of teacher reflectivity as a critical aspect of professional growth and development. Pultorak and his contributors enrich the literature and provide greater clarity regarding reflectivitys impact on student learning in our global society.

Reviews

This book provides compelling and significant insights on a topic that is of utmost importance for all professionals, including researchers, involved in the preparation and education of our future generation of teachers. -- Stefan Wolter, professor and director, Swiss Coordination Centre for Research in Education, University of Bern, Switzerland
This is an exciting collection of studies on reflection, a central topic in teaching and teacher education. Reflectivity and Cultivating Student Learning is extremely useful for both research and practice and can strongly promote the further development of the teaching profession. -- Fred Korthagen, professor of teacher education, Utrecht University, The Netherlands
Teacher reflection is at the heart of highly effective educators who implement timely and appropriate student assessments and support and sustain students' learning and emotional development. Pultorak has collaborated with a talented group of researchers to provide a tremendously useful text for teachers, teacher educators, and professional development leaders. They analyze multiple issues that affect educators worldwide and provide direction for implementing reflection work that is meaningful and that has considerable potential for enhancing teachers' development. -- Victoria J. Risko, professor, Vanderbilt University, and past president, International Reading Association
Across a spectrum from the individual teacher's reflective practice, to the preparation of reflective teacher practitioners, to the value of reflective inquiry on core standards, this volume advances our shared understanding of the importance and promise of reflectivity for all educators. -- R. Keith Hillkirk, chancellor, Pennsylvania State University, Berks Campus
Self-reflection is the major part of teacher education that is often obscured by emphases on the structure and content in teacher education programs. Yet self-analysis and self-examination of one's teaching and its effect on students are perhaps the most vital catalyst for continually improving teaching throughout one's career. Pultorak and his chapter authors not only synthesize the research on reflection of prospective and experienced teachers but put the research in the broader context of a teacher's development. Teacher educators will find the content to summarize cogent research on reflection and many ideas about how it can help transform the career-long development of teachers. -- W. Robert Houston, John and Rebecca Moores professor of education, distinguished teacher educator, University of Houston
This book successfully bridges the gap between theory and practice with essays from practitioners, researchers, and policy makers. The diversity of thought, practical applications, and personal narratives make it a must-have for professional educators, current and future, who want to expand their knowledge of the impact that reflectivity can have upon teaching and learning. -- Annette D. Digby, EdD, dean, Thayer School of Education, Wingate University, Wingate, NC

Author Bio

Edward G. Pultorak, Ph.D. is professor and coordinator in the Department of Curriculum and Instruction at Southern Illinois University. His research areas are teacher reflectivity and teacher education.