Reflective Teaching in Schools

Description

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

Andrew Pollard is Professor of Education Policy and Practice and supports educational research at IOE, UCL's Faculty of Education and Society, University College London, UK. He was the Director of the UK-wide Teaching and Learning Research Programme (TLRP). The author team: Kristine Black-Hawkins, Gabrielle Cliff Hodges, Pete Dudley, Mary James, Sue Swafield, Mandy Swann, Mark Winterbottom and Mary Anne Wolpert (University of Cambridge, UK) | Steve Higgins (Durham University, UK) | Holly Linklater (University of Edinburgh, UK)

This comprehensive, rigorous and thoughtful book provides wise advice, stimulation, and research evidence to support the successful development of those embarking one of the most important jobs in the world. Developed over three decades, it is a cornerstone of preparation for teaching excellence. * Becky Francis, Professor and Director of the UCL Institute of Education, University College London, UK * An essential companion for all teachers...It provides practical advice rooted in evidenced based and informed practice. The wide range of suggestions for activities in the classroom, allows for the development and improvement of professional practice and ultimately outcomes for all pupils regardless of ability. * Monita Atkinson, Director of Carmel College Teaching School Alliance, UK * A seminal text for education students, developing professionals and experienced practitioners. As a teacher educator I return to this text on a regular basis. * Richard Holme, Lecturer in Education, University of Dundee, UK * A core text for initial teacher education and professional learning courses in education. This excellent new edition continues to provide a comprehensive and contemporary guide to educational issues of key concern to teachers in the UK and Ireland. * James Nelson, PGCE Director, Queen's University Belfast, UK * Teachers at every stage of their professional development will benefit enormously from the comprehensive and engaging content...Particularly useful for all teachers are the new Toolkit Evidence and Research Briefings at the end of each main chapter which offer insightful and accessible summaries of the key findings and practical implications of influential research studies. * Noel Purdy, Director of Research and Scholarship, Stranmillis University College, Belfast, UK * A very valued and extensively utilised teaching resource ... Comprehensive yet easy to use book with a rigorous and wide-ranging use of literature to aid the reader in reflecting on practice and devising the best strategies to use in their teaching. * Ruth Seabrook, Senior Teaching Fellow and Secondary ITE Partnership Lead, University of Roehampton, UK * The use of case study examples communicates the message that teacher development is an ongoing process and brings the theories to life, providing a meaningful context through which the research can be viewed. * Carmen Mohamed, Assistant Professor in Primary and Early Years Education, University of Nottingham, UK * This book provides the reader with a diverse range of key concepts in education and schooling, it will be a useful reference for educators at many stages of their careers. * David Thompson, Senior Lecturer in Education Studies, Institute of Education, University of Wolverhampton, UK * A wealth of useful information, thought-provoking activities and relevant examples that can be put to good use by trainees, newly-qualified and established practitioners, and I will continue to use it with my students. * Rob Kearsley Bullen, Strand Leader for Secondary Mathematics Education, Nottingham Institute of Education, Nottingham Trent University, UK * Used the previous version so much it has now fallen apart. It's a comprehensive text which contains helpful activities and prompts, supplemented by a range of online resources, which really support the development of both trainees and professional mentors. * David Jones, Senior Lecturer, University of East Anglia, UK * The key readings, reflection points, expert questions, weblinks and toolkit evidence alongside a plethora of references in a creative format makes for interesting and engaging reading. It works well alongside its sister publication Readings for Reflective Teaching in Schools. * Jane Morris, Senior Lecturer and Professional Partnership Tutor, University of Cumbria, UK * Covers the key topics in an accessible way with useful examples. * Rosamund Hornsby, PGCE Secondary Programme Leader, University of Greenwich, UK * Accessible and engaging and it provided plenty of research for trainee teachers to examine and critically evaluate. * Rachel Rudman, Associate Principal Lecturer, Leeds Trinity University, UK *