Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction – Research on Teaching and Teacher Education programs at the University of Colorado – Boulder, USA.

• CONTENTSSERIES PREFACEIntroductionExamining the Social Conditions of SchoolingUnderstanding and Examining Personal Beliefs about Teaching and SchoolingAbout the Books in this SeriesSeries AcknowledgmentsPREFACE Acknowledgements1. UNDERSTANDING REFLECTIVE TEACHING An Initial Distinction: Reflective Teaching and Technical TeachingOn Reflective TeachingThe Bandwagon of Reflective Teaching2. HISTORICAL ROOTS OF REFLECTIVE TEACHING IntroductionDewey’s Contribution: What is Reflective Teaching?OpenmindednessResponsibilityWholeheartednessReflection and the Pressures of TeachingSchon: “Reflection-on-Action” and “Reflection-in-Action”Framing and Reframing ProblemsCriticisms of Schon’s ConceptionReflection: A Singular or Dialogical ActivityReflection as ContextualSummary3. TEACHERS' PRACTICAL THEORIESIntroductionHandal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical TheoriesPersonal ExperienceTransmitted KnowledgeValuesSummary4. THE STUFF OF REFLECTION IntroductionTeaching as emotional laborThinking and FeelingMetaphors and Images in TeacherEnabling Reflection on TeachingConclusion5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS IntroductionTeachers, Traditions, and TeachingThe Progressive TraditionThe Conservative TraditionCore Knowledge – E. D. HirschHigher LearningThe Social Justice TraditionThe Spiritual-Contemplative TraditionConclusion6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING IntroductionThe Teaching SelfAttending to StudentsThe Context of SchoolingThe Social Conditions of SchoolingEngaging Community and DifferenceOne Last VignetteConcluding Thoughts...Appendix AReferences

“ ... a concise introduction to teacher reflection, examining the foundations and purposes of teachers’ reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching.”Melanie Shoffner, Purdue University, USA“Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded.”Daniel Friedrich, Teachers College, Columbia University, USA

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction – Research on Teaching and Teacher Education programs at the University of Colorado – Boulder, USA.

• CONTENTSSERIES PREFACEIntroductionExamining the Social Conditions of SchoolingUnderstanding and Examining Personal Beliefs about Teaching and SchoolingAbout the Books in this SeriesSeries AcknowledgmentsPREFACE Acknowledgements1. UNDERSTANDING REFLECTIVE TEACHING An Initial Distinction: Reflective Teaching and Technical TeachingOn Reflective TeachingThe Bandwagon of Reflective Teaching2. HISTORICAL ROOTS OF REFLECTIVE TEACHING IntroductionDewey’s Contribution: What is Reflective Teaching?OpenmindednessResponsibilityWholeheartednessReflection and the Pressures of TeachingSchon: “Reflection-on-Action” and “Reflection-in-Action”Framing and Reframing ProblemsCriticisms of Schon’s ConceptionReflection: A Singular or Dialogical ActivityReflection as ContextualSummary3. TEACHERS' PRACTICAL THEORIESIntroductionHandal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical TheoriesPersonal ExperienceTransmitted KnowledgeValuesSummary4. THE STUFF OF REFLECTION IntroductionTeaching as emotional laborThinking and FeelingMetaphors and Images in TeacherEnabling Reflection on TeachingConclusion5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS IntroductionTeachers, Traditions, and TeachingThe Progressive TraditionThe Conservative TraditionCore Knowledge – E. D. HirschHigher LearningThe Social Justice TraditionThe Spiritual-Contemplative TraditionConclusion6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING IntroductionThe Teaching SelfAttending to StudentsThe Context of SchoolingThe Social Conditions of SchoolingEngaging Community and DifferenceOne Last VignetteConcluding Thoughts...Appendix AReferences

“ ... a concise introduction to teacher reflection, examining the foundations and purposes of teachers’ reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching.”Melanie Shoffner, Purdue University, USA“Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded.”Daniel Friedrich, Teachers College, Columbia University, USA

Kenneth M. Zeichner is the Boeing Professor of Teacher Education and Director of Teacher Education at the University of Washington, USA.Daniel P. Liston is Professor of Education in the Educational Foundations Policy and Practice and the Curriculum and Instruction – Research on Teaching and Teacher Education programs at the University of Colorado – Boulder, USA.

• CONTENTSSERIES PREFACEIntroductionExamining the Social Conditions of SchoolingUnderstanding and Examining Personal Beliefs about Teaching and SchoolingAbout the Books in this SeriesSeries AcknowledgmentsPREFACE Acknowledgements1. UNDERSTANDING REFLECTIVE TEACHING An Initial Distinction: Reflective Teaching and Technical TeachingOn Reflective TeachingThe Bandwagon of Reflective Teaching2. HISTORICAL ROOTS OF REFLECTIVE TEACHING IntroductionDewey’s Contribution: What is Reflective Teaching?OpenmindednessResponsibilityWholeheartednessReflection and the Pressures of TeachingSchon: “Reflection-on-Action” and “Reflection-in-Action”Framing and Reframing ProblemsCriticisms of Schon’s ConceptionReflection: A Singular or Dialogical ActivityReflection as ContextualSummary3. TEACHERS' PRACTICAL THEORIESIntroductionHandal and Lauvas’ Framework for Understanding the Source of Teachers’ Practical TheoriesPersonal ExperienceTransmitted KnowledgeValuesSummary4. THE STUFF OF REFLECTION IntroductionTeaching as emotional laborThinking and FeelingMetaphors and Images in TeacherEnabling Reflection on TeachingConclusion5. REFLECTIVE TEACHING AND EDUCATIONAL TRADITIONS IntroductionTeachers, Traditions, and TeachingThe Progressive TraditionThe Conservative TraditionCore Knowledge – E. D. HirschHigher LearningThe Social Justice TraditionThe Spiritual-Contemplative TraditionConclusion6. SELF, STUDENT, AND CONTEXT IN REFLECTIVE TEACHING IntroductionThe Teaching SelfAttending to StudentsThe Context of SchoolingThe Social Conditions of SchoolingEngaging Community and DifferenceOne Last VignetteConcluding Thoughts...Appendix AReferences

“ ... a concise introduction to teacher reflection, examining the foundations and purposes of teachers’ reflective practice in clear, engaging prose. The teacher-based vignettes provide meaningful, practical connections between the act of reflection and the act of teaching.”Melanie Shoffner, Purdue University, USA“Few authors manage to handle the complexity inherent in teaching as accessibly as Zeichner and Liston, without losing any of the nuance and subtlety needed to address these issues. I appreciate the fact that the authors do not attempt to provide recipes, but instead introduce tools to think about the profession that are historically and philosophically grounded.”Daniel Friedrich, Teachers College, Columbia University, USA