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Reflective Practice for Teachers

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Table of Contents

Reflective Practice Teaching as Professional Practice Education in the Twenty-First Century The Learning Process Teaching for Learning Theories on the Nature of Intelligence Emotional Intelligence The Importance of Positive Thinking Self Directed Learning Understanding Student Diversity Skills and Strategies for Differentiation Beginning Your Teaching Career Index

About the Author

Maura Sellars trained initially at the Froebel Institute in London (now part of the University of Roehampton) before completing B. Ed (Hons) at the London Institute of Education. She has worked in primary schools in the UK and Australia for 28 years, teaching all the primary grades at one time or another. She gained a Dip.Ed. in Religious Education from ACU's Queensland campus before graduating from ACU (Strathfield) with M.Ed. (Research). On completion of her PhD she has focussed on investigating new and creative ways of accommodating student difference and inclusivity in the courses she presents to preservice teachers and others. She is also committed to the importance of reflective practice for teachers and students of all ages, the needs of 21st century learners and establishing strong links between theory and practice (praxis) in order to promote strong, accurate self-knowledge that supports increased personal and academic success in relation to learning outcomes. She is currently investigating numeracy as social practice and how reflective practitioners might interpret the mandatory curriculum documents in numeracy and mathematics in order to make learning in these areas more accessible to diverse groups of learners.


My favourite part of this wonderful text was found on page 73, in one of the many sections, entitled: `What does this mean for you?'[helpful application points for teachers throughout]. On this particular page the author talks about brain development. It states: `Perhaps the most important overall finding of neuroscience is the need for the brain to be emotionally safe for cognition to occur...The less stress and anxiety that students experience, the more able their brain is to learn, so being positive is important.' Similar gems and pearls of wisdom are sprinkled helpfully throughout this insightful text, empowering the reader with knowledge strategies and ideas to improve their practice. Although aimed more for primary classroom teachers, there is much here for those in the early years to explore and learn from. -- Martine Horvath 'The essence of this practical and thought-provoking book is an exploration of how to form and reform an authentic teacher identity in an ongoing process of development as a reflective practitioner, able to engage continually in 'deliberate, purposeful, metacognitive thinking and action'. Each chapter therefore presents a number of questions and scenarios that aim to develop habits of reflection and to emphasise that all teachers must find their own answers in the journey towards their sense of self as a teacher. The common format of each chapter and the focus on 'what does this mean for you?' make the book useable and helpful for all teachers and especially those about to begin their careers.' -- Linley Cornish 'To secure a future for quality education, teaching and learning teaching in contemporary times requires a disposition for engaging in critically reflective practice as a cornerstone for professional learning and conducting ethical practice. This book offers a strong foundation for the collective and individual formation and sustainability of such a culture.' -- Dr Christine Edwards-Groves 'I think the book is well organised, with the earlier chapters introducing the key concept of reflective practice before commenting on teaching as a profession and contemporary and future education developments, together with implications for teachers. Chapters four to eleven consider more specific aspects of teaching, with the final chapter taking the reader into the realities of the early years of teaching (in my opinion, a most important consideration). The chapters have a consistent structure, commencing with `Guiding Questions' to assist in framing thinking about the subsequent information. The link between theory and practice is a continual emphasis throughout the book, with the reflective exercises scaffolding the reader through these linkages. A concisely thorough review of relevant literature is a feature throughout, and the use of scenarios is most effective. Overall, this is a book that will be most useful throughout an undergraduate Education (teaching) degree.' -- Associate Professor Graeme Lock 'This valuable, research-informed book addresses issues regarding the nature and importance of reflective practice and considers the implications of this on how we plan and teach. The text provides powerful opportunities to challenge thinking and to encourage trainee teachers to articulate and justify their beliefs about the purposes of education, the nature of learning and the impact this has on their own developing practice in the classroom' -Marnie Seymour, Senior Lecturer in Primary Education, University of Winchester

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