Reflective Teaching

Reflective Teaching : Evidence-informed Professional Practice

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"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:show more

Product details

  • Paperback | 560 pages
  • 190 x 244 x 28mm | 1,301.8g
  • Bloomsbury Publishing PLC
  • Continuum International Publishing Group Ltd.
  • London, United Kingdom
  • English
  • Revised
  • 3rd Revised edition
  • 0826493408
  • 9780826493408
  • 51,341

Review quote

"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 2009show more

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 Cambridgeshow more

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; more

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