(P/B) REFLECTIVE TEACHING
EVIDENCE-INFORMED PROFESSIONAL PRACTICE - ANDREW POLLARD
ANDREW POLLARD
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Παρουσίαση
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 in 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:
- A new look: a larger format, fresh text design, photographs and illustrations make the book more attractive and user-friendly than ever before.
- New content to reflect contemporary innovations such as Personalized Learning, Assessment for Learning, Pupil Consultation and Every Child Matters.
- Updates throughout in line with new teaching Standards and Competences in each part of the UK.
- Advanced material to respond to the introduction of Master's Level study within many PGCE courses, the growth in evidence-informed professional practice and more coherent continuing professional development.
- Research Briefings from the Teaching and Learning Research Programme (TLRP) - the UK's largest ever coordinated initiative on educational research.
Reflective Teaching is the most comprehensive, evidence-informed handbook on teaching, and remains, as ever, both practical and accessible. (From the publisher)
Περιεχόμενα
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
Index
Είδατε πρόσφατα
(P/B) ADHD
Η ΚΟΙΝΩΝΙΚΗ ΣΗΜΑΣΙΑ ΤΗΣ ΙΔΕΟΛΟΓΙΑΣ ΤΟΥ ΔΗΜΟΤΙΚΙΣΜΟΥ
ΘΕΜΑΤΑ ΠΑΙΔΕΙΑΣ 6
ΤΟ ΣΧΟΛΙΚΟ ΜΑΘΗΜΑ ΕΚΤΟΣ ΕΔΡΑΣ
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Ασκληπιού 1-3, Αθήνα 106 79
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