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Reflective Teaching and Learning

Reflective Teaching and Learning
A Guide to Professional Issues for Beginning Secondary Teachers

Edited by:

May 2008 | 264 pages | SAGE Publications Ltd
Reflective 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.

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

- Extensive companion website with follow-up activities and example materials

- Detailed explorations of professional issues such as learning theory, classroom management, assessment, and whole-school issues including PSHE and citizenship.

Jennifer Harrison and Sue Dymoke
Content, organization and underpinning approach
Ways of using the book
ITT Standards for QTS
PGCE M level
Chapter One: Professional Development and the Reflective Practitioner
Jennifer Harrison
An introduction to the reflective practitioner
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
Reflective practice in workplace learning
Developing the skills and attributes of a reflective practitioner
Skills of decision-making
Reflection as a critical activity
Being a reflective practitioner: summary
Chapter Two: An Overview of Learning
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
Chapter Three: Learning and Teaching Contexts
Sue Dymoke
What are the contexts within which learning occurs?
Types of schools
Ability grouping
Every Child Matters
Learning difficulties and the Special Educational Needs
Code of Practice
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
Numeracy and mathematics
Numeracy and mathematics
Information communications technology (ICT) and e-learning
Chapter Four: Classroom management
Phil Wood
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

Group work
Working with other adults
The role of then teaching assistant

Changing pedagogies and classroom management
Personalized learning
Chapter Five: Assessing Students
Tay Lowson
Summative assessment
Formative assessment
Normative assessment
Criterion-referenced assessment
Baseline assessment
Assessment for learning
Records of achievement
Progress File
Writing reports
Meeting parents/carers
Features of good practice
Target-setting in schools and colleges
Chapter Six: Education as a Social and Political Process
Hilary Cremin
The twentieth-century legacy
A summary

Education for all?
Standardization, testing and accountability
New Labour: education, education, education
Legislative changes
Curricular changes
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
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
Some final words

'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

This book tells you how to work alongside pupils in secondary schools.And worth reading for help if needed.

Mrs Kerin Mould
tea, Tameside College
September 28, 2011

The style in which this particular text is written will be easily-accessible to our students. It will provide them with a clear framework for critique of their own pracitce and allow them to become more reflective about their practice in schools and throughout the course of their study. Our PGCE students will also benefit from reading this text, as it provides them with the same benefits as our undergraduates. I particularly like the activities that this book suggests and will be using some of these as practical tasks in lectures.

Mr Andy Stopher
School of Education Studies, St Mary's College
July 22, 2011

The book gives excellent advice to pre service teachers around the development of reflective practice. It has clear activities that help the student teacher to understand how to become reflective in their teaching and supports them through the difficult PGCE year.

I am recommending the book to my students and placing it on the course reading list as essential reading.

The book is set out so that it is developmental and allows the reader to gain confidence in all the main aspects of teacher education. It is an excellent core text regardless of the subject discipline of the student will help them link the day to day experiences with the pedegogy of secondary school teaching.

Miss Helen Gadsby
Education Deanery, Liverpool Hope University
July 12, 2011

Many students find reflecting on their practice a very difficult notion to engae in. The book literally takes the student "by the hand", introduces the concept and principles of reflective practice and then guides them through each of the key elements of their pedagogy.
Presentation is good, easy to read, logically laid out and the guided activities are excellent.
All round: good book

Charles Golabek
School of Education, University of East London
November 17, 2010

Sample Materials & Chapters

Introduction PDF

Preview this book

Sue Dymoke

Jennifer Harrison

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ISBN: 9781412946476