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Books on the topic 'Teacher's professional reflection'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Jones, Jean. Teacher as reflective professional. Universityof London, Institute of Education, 1994.

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2

Hammerness, Karen. Seeing through teachers' eyes: Professional ideals and classroom practices. Teachers College Press, 2006.

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3

Educational Resources Information Center (U.S.), ed. Analysis of reflective professional development models. Far West Laboratory for Educational Research and Development, 1995.

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4

Julie, Anderson, ed. Reflective teaching: Evidence-informed professional practice. 3rd ed. Continuum International Pub. Group, 2008.

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5

Sarah, Robbins, ed. Teachers' writing groups: Collaborative inquiry and reflection for professional growth. Kennesaw State University Press, 2006.

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6

Henderson, Robyn. Professional learning, induction and critical reflection: Building workforce capacity in education. Palgrave Macmillan, 2015.

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7

Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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8

Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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9

Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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10

Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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11

1941-, Bridges David, and Kerry Trevor, eds. Developing teachers professionally: Reflections for initial and in-service trainers. Routledge, 1993.

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12

Sal'kov, Nikolay. Education reform in Russia and its results. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2174707.

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This monograph is a reflection on the problems of vocational secondary, higher, and school education, which over the past three decades have endured the inordinate burden of Bologna, that is, imposed by the West, reforms. Along with identifying errors, effective steps to remedy the situation are proposed. In addition, the issues of training and retraining of professionals for the education, upbringing and replenishment of the staff of universities by highly qualified specialists: candidates and doctors of sciences were touched upon. It is intended for school teachers, teachers of secondary and

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13

Tajeddin, Zia, and Atsuko Watanabe, eds. Teacher Reflection. Multilingual Matters, 2022. http://dx.doi.org/10.21832/tajedd1015.

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This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

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14

McMahon, Margery, Christine Forde, Alastair D. McPhee, and Fiona Patrick. Professional Development, Reflection and Enquiry. Sage Publications Ltd, 2006.

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15

Khaemba, Anthony. Reflective Professional Development for Teachers. GRIN Verlag GmbH, 2015.

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16

Henderson, Robyn, and Karen Noble. Professional Learning, Induction and Critical Reflection. Palgrave Macmillan, 2015.

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17

McPhee, Alastair D., Margery McMahon, Christine Forde, and Fiona Patrick. Professional Development, Reflection and Enquiry. SAGE Publications, Limited, 2008.

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18

McPhee, Alastair D., Margery McMahon, Christine Forde, and Fiona Patrick. Professional Development, Reflection and Enquiry. SAGE Publications, Incorporated, 2006.

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19

Davis, Jonathan Ryan, and Maureen Connolly. Planning for Teaching Success. The Rowman & Littlefield Publishing Group, Inc., 2025. https://doi.org/10.5040/9798881845131.

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Planning for Teaching Success: 30 Practical Teaching Strategies for All School Contexts is designed for all K-12 educators, pre-service teachers, and teacher preparation faculty. This book will provide readers with accessible tools that can help them develop meaningful lesson and unit plans in efficient ways. Discover step-by-step breakdowns of how to implement each impactful strategy as well as professional reflections from varying contributors representing two different grade-levels from across the globe. Education students and novice teachers can learn from the in-depth descriptions of how

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20

Reason, Clair M., and Casey S. Reason. Mirror Images: New Reflections on Teacher Leadership. Corwin Press, 2012.

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21

Gokah, Theophilus K. Reflective Teaching As Professional Practice. Nova Science Publishers, Incorporated, 2014.

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22

Shoemaker, Laura Maurina. Professional portfolios: A potential vehicle for reflective practice. 2003.

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23

Stories teachers tell: Reflecting on professional practice. National Textbook Company, 1998.

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24

Pitso, Teboho, ed. Contextualised Critical Reflections on Academic Development Practices. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201218.

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This book offers insightful reflections on academic development practices. The contributors engage the reader painstakingly in the dynamics of professional learning and effective teaching. This volume facilitates the examination of the need for reflection that leads to professional maturity. All educational institutions seek teachers who continuously search for effective strategies in improving student success. The contributors uncover a variety of approaches as they evince proven suggestions. The chapters are refreshing and edifying. This book is essential for all teachers, lecturers and trai

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25

Welch, Graham, and Adam Ockelford. The role of the institution and teachers in supporting learning. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0029.

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This article discusses how learning and teaching in music are shaped by processes outside the individual, not least because of the influences of group membership (allied to age and gender), performance expectations and practices, and professional and institutional cultures. The process of individual induction into the characteristics of a particular musical culture by teachers and institutions influences the formation of identities in music, for better or for worse, at least in terms of dominant models within the culture. Indeed, the development of music teachers themselves can be seen within

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26

Tarrant, Peter. Reflective Practice and Professional Development. SAGE Publications, Limited, 2013.

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27

Tarrant, Peter. Reflective Practice and Professional Development. SAGE Publications, Limited, 2013.

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28

Reflective Practice and Professional Development. 2013.

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29

Reflective Practice and Professional Development. SAGE Publications, Limited, 2013.

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30

Zepeda, Sally J. Job-Embedded Professional Development. Taylor & Francis Group, 2014.

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31

The induction of new teachers: Reflective professional practice. Cassell, 1994.

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32

Reflective action planning for teachers: A guide to teacher-led school and professional development. D. Fulton Publishers, 1997.

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33

Reflective Teaching: Evidence-informed Professional Practice (Continuum Studies in Reflective Practice & Theory). 2nd ed. Continuum International Publishing Group, 2005.

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34

Griffee, Dale T., and Greta Gorsuch. Using Theories for Second Language Teaching and Learning. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350258945.

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This book helps second language teachers use theories in their practice, exploring in concrete and practical ways the intersections between teachers, learners, and institutions, and theories of teaching, theories of learning, and theories of language. These intersections provide language teachers with critical insights on how to deal with professional complexities and practical guidance on how to develop appropriate pedagogical practice. By focusing on theories of teaching, the authors give readers the tools to create a clear image of the kind of teacher they wish to be. By exploring theories

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35

Nuijten, Ellen E., and Fred A. J. Korthagen. Power of Reflection in Teacher Education and Professional Development. Taylor & Francis Group, 2022.

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36

Nuijten, Ellen E., and Fred A. J. Korthagen. Power of Reflection in Teacher Education and Professional Development. Taylor & Francis Group, 2022.

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37

Reflective Teaching: Evidence-informed Professional Practice. Bloomsbury Publishing Plc, 2008.

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38

Thompson, Carol. Reflective Practice for Professional Development: A Guide for Teachers. Taylor & Francis Group, 2021.

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39

Thompson, Carol. Reflective Practice for Professional Development: A Guide for Teachers. Taylor & Francis Group, 2021.

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40

Thompson, Carol. Reflective Practice for Professional Development: A Guide for Teachers. Taylor & Francis Group, 2021.

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41

Thompson, Carol. Reflective Practice for Professional Development: A Guide for Teachers. Routledge, 2021.

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42

Roth, Wolff-Mich. Being and Becoming in the Classroom. Greenwood Publishing Group, Inc., 2002. http://dx.doi.org/10.5040/9798400617416.

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Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experie

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43

Kendall-seatter, Sue. Reflective Reader Primary Professional Studies: Primary Professional Studies (Achieving Qts S.). Learning Matters, 2005.

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44

Reflective Teaching: Effective and Evidence-Informed Professional Practice. Continuum International Publishing Group, 2002.

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45

Frontier, Tony, and Paul Mielke. Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth. Association for Supervision & Curriculum Development, 2016.

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46

Frontier, Tony, and Paul Mielke. Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth. Association for Supervision & Curriculum Development, 2016.

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47

Frontier, Tony, and Paul Mielke. Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth. Association for Supervision & Curriculum Development, 2016.

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48

Rushton, Stephen P., Janice R. Fauske, and Judy F. Carr. Teaching and Leading from the Inside Out: A Model for Reflection, Exploration, and Action. Corwin Press, 2015.

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49

Amzat, Ismail Hussein, and Nena Padilla-Valdez. Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor & Francis Group, 2017.

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50

Amzat, Ismail Hussein, and Nena Padilla-Valdez. Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. Taylor & Francis Group, 2017.

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