Teaching And Learning Through Reflective Practice Book PDF, EPUB Download & Read Online Free

Teaching and Learning Through Reflective Practice
Author: Tony Ghaye
Publisher: Routledge
ISBN: 1136842535
Pages: 224
Year: 2010-12-09
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Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.
Developing Reflective Practice
Author: J. John Loughran
Publisher: Routledge
ISBN: 1135717249
Pages: 216
Year: 2002-11-01
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This text presents a research study into the development of reflective practitioners in a pre-service teacher education programme. The teacher educator in the study modelled his own reflections on practice in the hope that it would help students to apply reflection to their own teaching.; The results of the author's research demonstrate that reflection on practice occurs in three distinct periods: before anticipatory, during contemporaneous and after retrospective a pedagogical experience. The book concludes that when student teachers' own learning situations, both within their university coursework and their school experiences, become the focus for their learning about teaching and learning, their understanding of, and practice in, teaching is enhanced.
Teaching and Learning Through Critical Reflective Practice
Author: Tony Ghaye, Kay Ghaye
Publisher: Routledge
ISBN: 1853465488
Pages: 136
Year: 1998-01
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This text maps out the professional, political and theoretical landscape of reflective practice, its nature and purposes and the claims being made for it. The book aims to bring together two central aspects of educational improvement: the power that teachers have to appraise, understand and transform their practice; and the bigger picture and the structures that serve to imprison and liberate practice.
Observing Young Children
Author: Sally Wylie, Kristine Fenning
ISBN: 0176580778
Year: 2015-10
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Reflective Practice for Teachers
Author: Maura Sellars
Publisher: SAGE
ISBN: 1526415291
Pages: 312
Year: 2017-05-15
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Exploring key issues in teaching through the lens of reflective practice, in order to deepen understanding of teaching practice.
The Teacher's Reflective Practice Handbook
Author: Paula Zwozdiak-Myers
Publisher: Routledge
ISBN: 1136311319
Pages: 224
Year: 2018-03-29
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What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? The Teacher’s Reflective Practice Handbook is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this Handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve, your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you develop your own thinking, The Teacher’s Reflective Practice Handbook is an accessible guide which supports the facilitation of reflective practice through self and peer assessment, problem-based learning and personal development planning. The multi-dimensional framework enables you to build a meaningful, personally relevant portfolio of evidence-informed practice.
Reflective Practice for Teaching in Lifelong Learning
Author: Ian Rushton, Martin Suter
Publisher: McGraw-Hill Education (UK)
ISBN: 0335244025
Pages: 111
Year: 2012-03-01
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This book makes the case for reflective practice in post-compulsory teaching, showing how reflective practice might support teachers, as well as being compulsory.
Advancing the Three-Minute Walk-Through
Author: Carolyn J. Downey, Betty E. Steffy, William K. Poston, Jr., Fenwick W. English
Publisher: Corwin Press
ISBN: 1412964571
Pages: 213
Year: 2009-10-28
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An expanded examination of the Downey Walk-Through, this sequel shows leaders how to help teachers improve their practice by engaging them in reflection and professional dialogue.
Developing Reflective Practice: A Guide For Beginning Teachers
Author: McGregor, Debra, Cartwright, Lesley
Publisher: McGraw-Hill Education (UK)
ISBN: 033524257X
Pages: 301
Year: 2011-08-01
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Reflective Practice in Action
Author: Thomas S. C. Farrell
Publisher: Corwin Press
ISBN: 1483360334
Pages: 128
Year: 2003-11-20
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Use 80 reflection breaks as individual discussion starters or as part of a comprehensive professional growth plan that is perfect for teachers at all levels.
Reflective Practice in English Language Teaching
Author: Steve Mann, Steve Walsh
Publisher: Taylor & Francis
ISBN: 1317557840
Pages: 292
Year: 2017-06-27
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Offering a unique, data-led, evidence-based approach to reflective practice in English language teaching, this book brings together theory, research and practice in an accessible way to demonstrate what reflective practice looks like and how it is undertaken in a range of contexts. Readers learn how to do and to research reflective practice in their own settings. Through the use of data, dialogue and appropriate tools, the authors show how reflective practice can be used as an ongoing teaching tool that supports professional self-development.
Reflective Practice to Improve Schools
Author: Jennifer York-Barr, William A. Sommers, Gail S. Ghere, Jo Montie
Publisher: Corwin Press
ISBN: 1483361772
Pages: 344
Year: 2005-12-21
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This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.
Reflective Teaching in Higher Education
Author: Paul Ashwin, David Boud, Kelly Coate, Fiona Hallett, Elaine Keane, Kerri-Lee Krause, Brenda Leibowitz, Iain MacLaren, Jan McArthur, Velda McCune
Publisher: Bloomsbury Publishing
ISBN: 1441147233
Pages: 416
Year: 2015-02-26
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Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) 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. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.
Teaching in the Lifelong Learning Sector
Author: Peter Scales, Scales Peter Senior Lynn Briddon Kelly
Publisher: McGraw-Hill Education (UK)
ISBN: 0335246540
Pages: 346
Year: 2012-11-01
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An essential book linked to the LLUK Standards for teachers, trainers & tutors: a practical introduction to teaching & learning.
Beyond Reflective Practice
Author: Helen Bradbury, Nick Frost, Sue Kilminster, Miriam Zukas
Publisher: Routledge
ISBN: 1135218064
Pages: 240
Year: 2012-09-11
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Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals. Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice. With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts.