Teacher Socialization in Physical Education

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.

Part 1: Reflective Practice in the 21st Century1. Reflective Practices in the 21st Century: Movement from 3R’S to 4C’S in the Teaching Profession2. Reflections on being and becoming in Continuous Teacher Professional Development (CTPD) 3. Reflective Teacher Preparation in the Context of Inclusive Classroom4. A Reflective Practice Approach: Re-imagining teachers’ continuing Professional Development 5. Developing Critical Reflection: Promise and Potential for Enhancing Teachers’ Learning and Professional Practice6. Erasing the Blind Spots: Reflective Teachers and Diverse Classrooms in the United States7. Principal Instructional Leadership Practice and its Effect on Teachers’ Reflective Practices: Indicators for best Classroom Practices8. Who is the Best Teacher?: Reflections by Kwazulu Natal teachers, South Africa9. Teachers’ Reflective Practices within a Gulf Cooperation Council Context: Knowledge, Beliefs and Challenges
Part 2: Teacher’s Knowledge in Inclusive practices10. Supporting Inservice Teachers’ of English Learners and Their Development of an Asset-based Framework through Community Asset Maps and Oral Histories in the U.S.11. Empowering Culturally Foreign Teachers by Fostering Cultural Competence12. Creating a Responsive Teaching Climate for Diversity and Inclusivity13. Essential Technology Skills for 21st Century Teacher Inclusive Strategies14. Teachers’ Perceptions on Inclusive Education: The Effect of Knowledge and Experience 15. A Resilience-based Program to promote Reflective and Inclusive teaching practices in Greece during Austerity16. Promoting culturally Responsiveness and Multicultural Competency through the classroom experience of teachers in Hong Kong schools17. Teacher Inclusive Practices in the Light of Changing Pedagogical Techniques in Higher Education18. Aligning Pedagogical Practices with Inclusive & Reflective Practices to improve Literacy among the Orang Asli (Indigenous People) in Malaysia19.Repositioning the Inclusive Perspectives in Globalized Schools Through Advocacy Optimization of Reflective Practitioners20. Teacher Professional Literacy Needs: Empowering Students from Minority or less Privileged groups