Title:
Reflective teaching and learning : a guide to professional issues for beginning secondary teachers
Publication Information:
Thousand Oaks, California : Sage Publications, 2008
Physical Description:
vi, 315 p. : ill. ; 24 cm.
ISBN:
9781412946476
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010190293 | LB1607 R44 2008 | Open Access Book | Book | Searching... |
Searching... | 30000010079765 | LB1607 R44 2008 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
′Reflective Teaching and Learning is an accessible guide for both student teachers and current practitioners to help them understand the components of the learning and teaching process....The accessible and easy-to-understand tone used by the authors enables a gentle yet thorough development for the student′ - ESCalate
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
- Companion website with follow-up activities and example materials
- Detailed explorations of professional issues such as learning theories, classroom management, assessment, and whole-school issues including personal and social curriculum, and citizenship.
Table of Contents
| Acknowledgements |
| Index |
| Introduction |
| Content, organization and underpinning approachJennifer Harrison and Sue Dymoke |
| Terminology |
| Ways of using the book |
| ITT Standards for QTS |
| PGCE M level |
| Chapter 1 Professional Development and the Reflective Practitioner |
| An introduction to the reflective practitionerJennifer Harrison |
| 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 2 An Overview of Learning |
| IntroductionSue 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 |
| Conclusion |
| Chapter 3 Learning and Teaching Contexts |
| IntroductionSue Dymoke |
| 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 4 Classroom management |
| IntroductionPhil Wood |
| 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 5 Assessing Students |
| IntroductionTay Lowson |
| 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 6 Education as a Social and Political Process |
| IntroductionHilary Cremin |
| 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 7 Pastoral Care and Tutorial Roles |
| IntroductionAngela 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 |
| Conclusion |
| Some final words |
