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The Professional Teacher: The Preparation and Nurturance of the Reflective Practitionerreviewed 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 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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