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The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner

reviewed by Vicki Kubler LaBoskey � 2001

Title: The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner
Author(s): Kay A. Norlander-Case, Timothy G. Reagan, & Charles W. Case
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787945609, Pages: 200, Year: 1999
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As the authors of The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner make clear, efforts to encourage reflectivity in the teaching profession are not new. Given this long-term and rather widespread acceptance of the aim, why is it that current reform agendas seem to be so contrary to the goals of reflective practice? I found their answer to that question to be particularly helpful and a main strength of the book. Norlander-Case, Reagan and Case contextualize the dilemma within conflicting definitions of the term "profession". They suggest that we may have unwittingly contributed to our own difficulties by arguing so vehemently for the professionalization of teaching with a primary emphasis on the criterion of a specialized knowledge base. They propose that we should instead be emphasizing the moral dimensions of the profession because it is that quality that encompasses the uncertainty and complexity of teaching. The former definition has led reformers to believe that we can enhance the profession by carefully identifying, prescribing and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 128-129
http://www.tcrecord.org ID Number: 10550, Date Accessed: 4/22/2018 2:00:03 PM

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About the Author
Vicki LaBoskey Mills College E-mail Author Vicki Kubler Laboskey is an associate professor of education at Mills College and is currently researching self-study of teacher education practices, reflections in teaching, narrative in teaching and teacher education, and teacher research.

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