This popular text provides a clear, succinct explanation of how reflection is integral to teachers' understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Throughout the text the reader is encouraged to examine his/her assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of this book is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers.

New in the Second Edition: Underscores use of critical educational texts and film to encourage reflection; highlights emotional features of teaching and reflection; addresses spiritual/contemplative domains in educational traditions; Companion Website.

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 programs at the University of Colorado-Boulder, USA.

Chapter 01 Understanding Reflective Teaching; Chapter 02 Historical Roots of Reflective Teaching; Chapter 03 Teachers' Practical Theories; Chapter 04 The Stuff of Reflection; Chapter 05 Reflective Teaching and Educational Traditions; Chapter 06 Self, Student, and Context in Reflective Teaching;