How to Use This Book
Introduction
Part I: Becoming a Reflective Professional
1. Identity. Who Are We, and What Do We Stand For?
2. Learning. How Can We Understand Learner Development?
3. Reflection. How Can We Develop the Quality of Our Teaching?
4. Principles. What Are the Foundations of Effective Teaching and
Learning?
Part II: Creating Conditions For Learning
5. Contexts. What Is, and What Might Be?
6. Relationships. How Are We Getting On Together?
7. Engagement. How Are We Nurture Positive Behaviour?
8. Spaces. How Are We Creating Environments For Learning?
Part III: Teaching For Learning
9. Curriculum. What Is To Be Taught and Learned?
10. Planning. How Are We Implementing the Curriculum?
11. Pedagogy. How Can We Develop Effective Strategies?
12. Communication. How Does Language Support Learning?
13. Assessment. How Can Assessment Enhance Learning?
Part IV: Reflecting On Consequences
14. Outcomes. How Do We Monitor Student Learning Achievements?
15. Inclusion. How Are We Enabling Learning Opportunities?
Part V: Deepening Understanding
16. Expertise. How Do We Take A Holistic View?
17. Professional Learning. How Can We Nurture Career-Long
Reflective Teaching?
18. Professionalism. How Does Reflective Teaching Contribute to
Society?
List Of Case-Studies, Checklists, Figures and Research
Briefings
Bibliography
Acknowledgements
Index
Providing excellent support for trainee and practising teachers,
expert authors combine evidence-based
principles with practical advice and examples to ensure a solid
grasp of reflective practice and the realities of a secondary
school classroom.
Andrew Pollard is Professor of Education Policy and
Practice and supports educational research at IOE, UCL’s Faculty of
Education and Society, University College London, UK. He was
Director of the UK-wide Teaching and Learning Research Programme
(TLRP).
Caroline Daly is Professor of Teacher Education at IOE,
UCL’s Faculty of Education and Society, University College London,
UK.
The author team: Katharine Burn (University of Oxford, UK) |
Steve Higgins (Durham University, UK) | Aileen
Kennedy (Professor of Practice, University of Strathclyde, UK)
| Margaret Mulholland (Association of School and College
Leaders, UK) | Jo Fraser-Pearce, Mary Richardson,
Dominic Wyse and John Yandell (IOE, UCL’s Faculty of
Education and Society, University College London, UK)
Reflective Teaching in Secondary Schools is an essential read for
student teachers. The research briefings and reflective activities
offer excellent support for day-to-day classroom practice. In
addition, the breadth of topics covered provides help with ideas
for assignment writing. I would recommend this book to any of my
student teachers.
*Sarah Davies, Nottingham Trent University, UK*
The sixth edition of Reflective Teaching in Secondary Schools is
innovative and timely. I recommend that all teachers seeking to
develop deeper understanding of the principles and concepts
underpinning outstanding learning and teaching read this book.
Teachers, mentors and those training to teach will benefit from the
expertise shared by teacher educators and practitioners.
*Tanya Ovenden-Hope, Plymouth Marjon University, UK*
This comprehensive, rigorous and thoughtful book provides wise
advice, stimulation, and research evidence to support the
successful development of those embarking one of the most important
jobs in the world. Developed over three decades, it is a
cornerstone of preparation for teaching excellence.
*Becky Francis, Education Endowment Foundation, UK*
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