Synopses & Reviews
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for those teaching in further, adult or vocational settings for both trainee and practising teachers by supporting both practice-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Further, Adult and Vocational Education presents key issues and research insights, suggest activities for classroom enquiry and offers guidance on key readings.
Uniquely, two levels of support are offered:
- practical, evidence-based guidance on key issues in the practice of further, adult and vocational education practice including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development (JPD)
- routes to deeper forms of expertise, including 'evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise
Together Reflective Teaching in Further, Adult and Vocational Education, the companion reader, Readings for Reflective Teaching in Further, Adult and Vocational Education, and website draw on the accumulated understanding of generations of practitioners and educationalists. A number of further, adult and vocational education experts were selected to develop this text including Gert Biesta, Samantha Duncan, Lawrence Nixon, Trish Spedding and Paul Wakeling.
Readings for Reflective Teaching in Further, Adult and Vocational Education provides a compact library which complements and extends the chapters in this book. The associated website, reflectiveteaching.co.uk, offers an enormous range of supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a compendium of educational terms, a conceptual framework showcasing some of the UK's best educational research and extensive links to useful websites.
Reflective Teaching in Further, Adult and Vocational Education forms part of the Reflective Teaching Series which applies principles of reflective teaching to different sectors.
Synopsis
Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism.
Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support:
- practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and
- evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices.
The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams.
The team includes: Margaret Gregson (University of Sunderland, UK) Yvonne Hillier (University of Brighton, UK) Gert Biesta (University of Luxembourg, Luxembourg) Sam Duncan (Institute of Education, University College London, UK) Lawrence Nixon (University of Sunderland, UK) Trish Spedding (University of Sunderland, UK) Paul Wakeling (Havering Sixth Form College, UK)
Reflective Teaching in Further, Adult and Vocational 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.
Synopsis
This fourth edition of Reflective Teaching in Further, Adult and Vocational Education not only draws on the success of previous editions but also on the 25-year legacy of Andrew Pollards Reflective Teaching. Bringing together the experiences of Yvonne Hillier and Margaret Gregson, along with those of their writing team, this volume not only provides material to help readers to deal with the immediate demands of teaching within the sector but also concepts that will allow them to reflect on their teaching and their students learning. The wealth of content has been divided into manageable sections, with each part focusing on a key area:
· Becoming reflective
· Creative conditions for learning
· Teaching for learning
· Reflecting on outcomes
· Deepening understanding.
Written collaboratively, the author team draw on their own expertise as well as the findings of the Teaching and Learning Research Programme (TLRP) and examples from a broad range of disciplines, levels and institutional settings from around the world to provide a comprehensive, research-based grounding along with sound practical advice, empowering readers to become effective educators.
This core handbook is now part of a set of fully integrated and complementary resources:
Readings for Reflective Teaching in Further, Adult and Vocational Education: a portable library of over 70 annotated readings
www.reflectiveteaching.co.uk: a companion website providing supplementary material.
About the Author
Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Reader in Education within the School of Education and Lifelong Learning at the University of Sunderland, UK.
Yvonne Hillier is Professor of Education at Brighton University, UK.
Table of Contents
Preface
Introduction
Part I: Becoming Reflective1. Identity. Who are we, and what do we stand for?
2. Learning. How can/should theories of learning inform educational practice?
3. Reflection. How can we collect and use evidence about practice to improve our teaching?
4. Principles. What are the foundations of effective teaching and learning?
Part II: Creating Conditions for Learning5. Contexts. What is, and what might be?
6. Relationships. How are we getting on together?
7. Engagement. How are we preparing for teaching?
8. Spaces. How are we creating environments for learning?
Part III: Teaching for Learning9. Curriculum. What is to be taught and learned?
10. Planning. How are we implementing the curriculum?
11. Pedagogy. How can we develop effective strategies?
12. Communication. How can we support learning through dialogue?
13. Assessment. How are we providing feedback for learning?
Part IV: Reflecting on Consequences14. Consequences
15. Quality. How are we evaluating student learning experiences?
16. Inclusion. How are we enabling opportunities?
Part V: Deepening Understanding17. Expertise. Conceptual career long fascination
18. Professionalism. How does reflective teaching contribute to society?
References
Index