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- Illinois Early Learning (IEL): source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois.
- Early Childhood Research & Practice (ECRP): was the first scholarly, peer-reviewed, bilingual (English-Spanish) online journal in the field of early childhood education.
- Illinois Early Childhood Asset Map (IECAM): a source for data on early care and education services and demographics in the state of Illinois. Data are available by state, county, township, legislative district, and several agency regions.
- Illinois Parents: operated with the Academic Development Institute in Lincoln, Illinois, provides resources and information for parents in the state of Illinois.
ED370156 EA025007
Title: Reflective Practice for Educators: Improving Schooling through Professional Development.
Author(s): Osterman, Karen F.; Kottkamp, Robert B.
Pages: 219
Publication Date: February 1993
ISBN: 0-8039-6047-6
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Corwin Press, Inc., 2455 Teller Road, Newbury Park CA 91320 ($20 paperback--ISBN-0-8039-6047-6; $40 hardcover--ISBN-0-8039-6046-8).
Language: English
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; California
Journal Announcement: RIEOCT1994
Target Audience: Practitioners
This book,
by two university professors in a professional preparation program,
is intended as a conceptually based practical guide to reflective
practice for educators at all levels. The first of the book's 8
chapters explores the rationale for reflective practice, a professional-development
strategy aimed at behavioral change, and explains how reflective
practice facilitates both individual and organizational change.
Chapter 2 contrasts the beliefs, assumptions, and strategies of
reflective practice with traditional approaches and shows how reflective
practice works within the tradition of experiential learning. Chapters
3 and 4 offer general guidelines for engaging in reflective practice.
Chapter 3 treats the facilitator's role in establishing an outlines
various methods of creating or recreating important aspects of professional
practice to help identify the personal action theories that shape
behavior. The next three chapters describe reflective practice in
action, highlighting the professors' work (1) with graduate courses
on reflective practice; (2) on a project involving New York City
school principals; and (3) with a Long on reflective practice; (2)
on a project involving New York City school principals; and (3)
with a Long Island experiment studying reflective conversation among
superintendents and other administrators. The final chapter
examines effects and lasting benefits, identifies key aspects, and
discusses reflective practice as an empowering, motivational force
for change. Included are a subject index and a bibliography of 102
references. (MLH)
Descriptors: *Behavior Change; Change Agents; *Change Strategies;
*Educational Change; Elementary Secondary Education; Experiential
Learning; Higher Education; *Management Development; *Models; *Professional
Development; Supervision; Theory Practice Relationship
Identifiers: Facilitators; *Reflective Practice

