Reflective Teaching : Evidence-informed Professional Practice
"Reflective Teaching" is the definitive textbook for reflective classroom professionalism. It offers exceptional support for trainee teachers, mentors, newly qualified teachers and for those engaged continuing professional development and performance review.Andrew Pollard's "Reflective Teaching" has been established for over twenty years. Each edition builds on that foundation and offers something new. This edition is enhanced by:
- Paperback | 560 pages
- 190 x 244 x 28mm | 1,301.8g
- 08 Jul 2008
- Bloomsbury Publishing PLC
- Continuum International Publishing Group Ltd.
- London, United Kingdom
- 3rd Revised edition
"The fact that this is the third edition of Andrew Pollard's popular initial teacher education textbook...demonstrates that this is a book with a successful record of supporting the professional development of beginning teachers. The format of this new edition of the book includes not only the core textbook, but also integrated and complementary resources comprising a book of readings and a dedicated website hosting supplementary guidance. Whilst these additions to the core book are valuable, it is worth noting that the book remains, self-contained, and could still be used without reference to the additional materials and therefore remains a valuable text for beginning teachers in its own right. The content and structure have evolved in response to current practice and policies whilst still retaining a strong emphasis on what the authors refer to as the enduring educational issues. However, it is the clarity and fluency of the writing throughout that enables the authors to present to the reader a detailed and balanced consideration of all aspects of teachers' work, lives and positions in society, within a framework that makes clear links between classroom practice and research within current educational, political and social issues." Journal of Education for Teaching "This handbook ... should be kept to hand by teachers and by schools. I'd suggest it should be in every CPD leader's library ... What makes this book so great is that it is packed full of examples, diagrams and teaching tools." CPD Update, April 2009
About Professor Andrew Pollard
Andrew Pollard taught nursery, primary and lower secondary children before becoming a teacher educator and researcher. He is currently Director of TLRP and based at the Institute of Education, University of London. Julie Anderson (University of Bristol) Mandy Maddock University of Cambridge Sue Swaffield University of Cambridge Jo Warin Lancaster University Paul Warwick University of Cambridge
Table of contents
Preface; Evidence-informed professionalism across the UK; PART 1: BECOMING A REFLECTIVE TEACHER; 1. Reflective teaching; 2. Learning through mentoring in initial teacher education; 3. Developing an evidence-informed classroom; PART 2: BEING A REFLECTIVE TEACHER; 4. Social contexts. What is, and what might be?; 5. Values and identity. Who are we?; 6. Relationships. How are we getting on together?; 7. Learning. How can we understand children's development?; 8. Curriculum. How do we develop knowledge and understanding?; 9. Planning. How are we implementing the curriculum?; 10. Organization. How are we managing the classroom?; 11. Behaviour. How are we managing the class?; 12. Communication. What are its classroom characteristics?; 13. Teaching. How are we developing our strategies?; 14. Assessment. How are we monitoring learning and performance?; PART 3: BEYOND CLASSROOM REFLECTION; 15. Social inclusion. What are the consequences of classroom practices?; 16. Learning as a newly qualified teacher; 17. School improvement and continuing professional development; 18. Reflective teaching and society; A Guide to QTS Standards across the UK; Acronyms used in this book; List of research briefings; List of figures; List of reflective activities; List of checklists. Bibliography; Acknowledgements; Index.