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    Reflective Teaching and Learning: A Guide to Professional Issues for Beginning Secondary Teachers (Developing As a Reflective Secondary Teacher) (Paperback) Edited by Sue Dymoke, Edited by Jennifer Harrison, Edited by Tony Lawson, Edited by Phil Wood, Edited by Angela Wortley, Edited by Hilary Cremin


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    DescriptionReflective practice is at the heart of effective teaching. This core text is an introduction for beginning secondary teachers on developing the art of critical reflective teaching throughout their professional work. Designed as a flexible resource, the book combines theoretical background with practical reflective activities. The key features of the book include: critical introduction to theories of reflective practice in teaching and learning; activities linked to each section, for individual, small group and large group work; companion website with follow-up activities and example materials; and, detailed explorations of professional issues such as learning theories, classroom management, assessment, and whole-school issues including personal and social curriculum, and citizenship.

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    Reflective Teaching and Learning
    A Guide to Professional Issues for Beginning Secondary Teachers
    Authors and contributors
    Edited by Sue Dymoke, Edited by Jennifer Harrison, Edited by Tony Lawson, Edited by Phil Wood, Edited by Angela Wortley, Edited by Hilary Cremin
    Physical properties
    Format: Paperback
    Number of pages: 264
    Width: 186 mm
    Height: 232 mm
    Thickness: 18 mm
    Weight: 590 g
    ISBN 13: 9781412946476
    ISBN 10: 1412946476

    Warengruppen-Systematik des deutschen Buchhandels: 27230
    B&T Book Type: NF
    BIC E4L: EDU
    Nielsen BookScan Product Class 3: S3.8
    B&T Merchandise Category: TXT
    B&T Modifier: Region of Publication: 01
    B&T Modifier: Geographic Designator: 04
    B&T Modifier: Subject Development: 23
    Ingram Subject Code: ED
    Libri: I-ED
    BIC subject category V2: JNLC
    B&T General Subject: 340
    B&T Modifier: Subject Development: 05
    B&T Modifier: Academic Level: 02
    BISAC V2.8: EDU029000
    B&T Modifier: Text Format: 06
    LC subject heading:
    BISAC V2.8: EDU046000, EDU025000
    BIC subject category V2: JNMT
    DC22: 373
    LC subject heading:
    DC22: 371.1102
    LC classification: LB1607 .R44 2008
    BISAC region code:
    Thema V1.0: JNLC, JNMT
    Illustrations note
    black & white illustrations, black & white tables, figures
    Sage Publications Ltd
    Imprint name
    Sage Publications Ltd
    Publication date
    23 May 2008
    Publication City/Country
    Review quote
    'This book widens the scope of reflection by not restricting it to the evaluation of teaching and learning strategies (technical level). Harrison asserts that we should use reflective practice, to critically explore people's assumptions in their teaching. This also involves reflecting on the ethical and political dimensions of educational goals...[The authors] direct teachers' attention to their many roles other than classroom teaching and expand these roles to include the contribution to the well-being and development of students' - British Journal of Educational Research
    Table of contents
    Acknowledgements Index Introduction Content, organization and underpinning approach - Jennifer Harrison and Sue Dymoke Terminology Ways of using the book ITT Standards for QTS PGCE M level Chapter One: Professional Development and the Reflective Practitioner An introduction to the reflective practitioner - Jennifer Harrison What is reflective practice? Reflective practice and professional knowledge Alternative conceptions of reflection Experiential learning and the role of a mentor Identity matters for teachers Looking in the looking glass Self-awareness Reflective practice in workplace learning Developing the skills and attributes of a reflective practitioner Observation Communication Judgement Skills of decision-making Teamworking Reflection as a critical activity Being a reflective practitioner: summary Chapter Two: An Overview of Learning Introduction - Sue Dymoke How do learners learn? An introduction to the main learning theories Behaviourist theories Constructivist theories Brain, neuroscience and learning Kolb's four learning styles Intelligence quotient (IQ) Multiple intelligences Thinking skills Bloom's taxonomy Conclusion Chapter Three: Learning and Teaching Contexts Introduction - Sue Dymoke What are the contexts within which learning occurs? Types of schools Ability grouping Every Child Matters Inclusion Learning difficulties and the Special Educational Needs Code of Practice Differentiation Gifted and talented learners English as an additional language (EAL) Personalized learning Learning in out-of-school contexts How do national initiatives shape the learning experience? 14-19 curriculum Key skills and functional skills Literacy Reading Writing Numeracy and mathematics Reading Writing Numeracy and mathematics Information communications technology (ICT) and e-learning Conclusion Chapter Four: Classroom management Introduction - Phil Wood Preparation Initial preparation Lesson planning A framework for preparing the classroom Lesson evaluation The physical classroom environment Organizing the physical environment Managing the physical environment Behaviour management The student perspective Considering models of behaviour management Transactional analysis An alternative approach to behaviour management Developing communication Questioning and explaining Explaining Questioning Group work Working with other adults The role of then teaching assistant Changing pedagogies and classroom management Introduction Personalized learning E-learning Conclusions Chapter Five: Assessing Students Introduction - Tay Lowson Monitoring Assessment Summative assessment Formative assessment Normative assessment Criterion-referenced assessment Baseline assessment Validity Reliability Assessment for learning Marking Recording Records of achievement Profiling Portfolios Progress File Reporting Writing reports Meeting parents/carers Accountability Features of good practice Target-setting in schools and colleges Conclusion Chapter Six: Education as a Social and Political Process Introduction - Hilary Cremin The twentieth-century legacy A summary Education for all? Standardization, testing and accountability New Labour: education, education, education Legislative changes Curricular changes Citizenship Social exclusion New roles for governors Inclusion and SEN Undermining the comprehensive ideal? Teacher training and employment The twenty-first century A new era for educational change Every Child Matters Personalized learning Healthier schools? 'Putting the world into world-class education' The voice of the child Teacher voice! Chapter Seven: Pastoral Care and Tutorial Roles Introduction - Angela Worthey and Jennifer Harrison The development of pastoral care in schools What is pastoral care? The origins of the concept of pastoral care The organization of pastoral care Every Child Matters agenda The nature and scope of pastoral care Pastoral structures Recent political influences on arrangements for pastoral structures Responding to the national agreement on workloads and the increasing emphasis on student achievement Pastoral aspects of your work as class teacher and your role as tutor Responsibilities including required administrative tasks Establishing relationships Supporting individual students Recognizing signs of child abuse and knowing about child protection procedures Tutor as student advocate or mediator Tutoring as a process for raising achievement Reporting to parents and carers Developing skills and attitudes for effective tutoring The personal-social curriculum and its relationship with other areas of the whole curriculum Personal, social and health education (PSHE) What are the values that underpin the PSHE curriculum? Articulating and implementing the aims of PSHE The revival of personal-social education How is PSHE provided in schools? Characteristics of effective PSHE Teaching approaches used in PSHE Conclusion Some final words