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Reflective Teaching and Learning
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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.

 
Acknowledgements
 
Index
 
Introduction
Jennifer Harrison and Sue Dymoke
Content, organization and underpinning approach
 
Terminology
 
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
 
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
Sue Dymoke
Introduction
 
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
Sue Dymoke
Introduction
 
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
Phil Wood
Introduction
 
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
Tay Lowson
Introduction
 
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
Hilary Cremin
Introduction
 
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
Angela Worthey and Jennifer Harrison
Introduction
 
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

'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
£22.99