Reconceptualising Reflection in Reflective Practice
Product details
- ISBN 9781032448466
- Weight: 220g
- Dimensions: 138 x 216mm
- Publication Date: 09 Oct 2024
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
- Language: English
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This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators.
The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively.
The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.
Misrah Mohamed is Academic Developer at the University of West London, United Kingdom. She holds a PhD in Education from the University of Warwick, an MEd in Teaching English as a Second Language (TESL) from the National University of Malaysia and a BEd in TESL from the Universiti Putra Malaysia.
Radzuwan Ab Rashid is Associate Professor of Education and Discourse Studies at Universiti Sultan Zainal Abidin, Malaysia. He obtained his PhD in Education from the University of Nottingham, United Kingdom, and completed his postdoctoral fellowship at the University of Leeds exploring Applied Linguistics in an educational context.
