Reflective Teaching
2 total works
Reflective Teaching in Schools
by Andrew Pollard, Kristine Black-Hawkins, Gabrielle Cliff Hodges, Pete Dudley, Steve Higgins, Mary James, Holly Linklater, Sue Swaffield, Mandy Swann, and Mark Winterbottom
Published 1 January 2014
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings.
Uniquely, two levels of support are offered:
* practical, evidence-based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment processes;
* routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise.
Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK.
Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education.
Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education.
The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise.
This book is one of the Reflective Teaching Series - inspiring education through innovation in early years, schools, further, higher and adult education.
Uniquely, two levels of support are offered:
* practical, evidence-based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment processes;
* routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise.
Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK.
Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education.
Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education.
The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise.
This book is one of the Reflective Teaching Series - inspiring education through innovation in early years, schools, further, higher and adult education.
Reflective Teaching in Early Education
by Sheila Nutkins, Sara Ottewell, Helen Beaumont, Helen Bradford, Emma Cook, Denise Kingston, Holly Linklater, Sue Lynch, and Catriona McDonald
Published 26 February 2015
Reflective Teaching in Early Education is the definitive textbook for reflective professionals in early education, drawing on the experience of the author team and the latest research, including the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for both undergraduate and postgraduate students and career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools.
Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support:
- comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and
- evidence-informed 'principles' and 'concepts' to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care.
Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout.
This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists.
The team includes:
Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan, Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook, Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK)
Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library.
The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice.
This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support:
- comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and
- evidence-informed 'principles' and 'concepts' to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care.
Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout.
This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists.
The team includes:
Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan, Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook, Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK)
Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library.
The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice.
This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.