This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

Very little information about the impact of reflection on teacher performance, teacher retention, and student learning is available in teacher preparation programs. This book provides practical and research-based chapters that offer greater clarity about the particular kinds of reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value. This book addresses five very pertinent concepts: (1) teacher reflectivity in theory and research, (2) teacher reflectivity in teacher education programs, (3) teacher reflectivity with teacher candidates, (4) teacher reflectivity in schools and classrooms, and (5) teacher reflectivity and international perspectives.

Chapter 1 Introduction
Part 2 Section I: Teacher Reflectivity in Theory and Research
Chapter 3 Reflectivity within the Teacher Research Cycle: Promoting Prospective Teachers' Progress toward an Inquiry Stance
Chapter 4 Purposes and Practices of Reflectivity in Teacher Development
Chapter 5 Reflection as a Social Problem-Solving Process
Chapter 6 The Nature of Reflection: Experience, Reflection, and Action in a Preservice Teacher Literacy Practicum
Part 7 Section II: Teacher Reflectivity in Teacher Education Programs
Chapter 8 Effective Teacher Preparation: Working to Change Dispositions in New Teachers
Chapter 9 Outcomes of Teacher Education Portfolios' Impact on Reflective Thinking:A Review of Discourses
Chapter 10 What We Know and Don't Know about Teacher Reflection
Chapter 11 Facilitating Instructional Differentiation via Teacher Reflections about Desired Constructivist Practices and Current Realities: A Pragmatic Research Model
Part 12 Section III: Teacher Reflectivity with Teacher Candidates
Chapter 13 Analyzing Reflectivity with MAT Teacher Candidates: A Model of Critical Components and Multiple Contexts
Chapter 14 Teacher Reflectivity: Importance, Origins, and Tools to Facilitate
Chapter 15 Examining Teachers' Development through Critical Reflection in an Advanced Master's Degree Program
Part 16 Section IV: Teacher Reflectivity in Schools and Classrooms
Chapter 17 Quality Leaders: Strategies for Guiding Beginning Teachers through Stages of Reflective Practice
Chapter 18 The Role of Inquiry-Oriented Learning Communities and Protocols in Sustaining and Enhancing Teacher Reflectivity throughout the Professional Lifetime
Chapter 19 Using Reflective Journals to Close the Gap between a Vision of Reform and Teaching Practice
Chapter 20 The Role of Professional Teaching Standards in Teacher Reflection
Part 21 Section V: Teacher Reflectivity and International Perspectives
Chapter 22 Lesson-based Discussion and Learning to Teach: Chinese Teachers' Talk about Novice Teachers' Lessons in Teaching Research Groups
Chapter 23 Teacher Reflection: What It Is and What It Does
Chapter 24 The Meno Paradox of Teaching Reflection in Teacher Education
Part 25 Afterword