Synopses & Reviews
This book provides compact and portable library - of particular relevance to teacher education and professional development. It is part of a set of professional resources. It links directly to a textbook, Reflective Teaching in Schools, and to a website, reflectiveteaching.co.uk.
For primary and secondary schools, we thus offer three fully integrated and complementary sources of materials:- Reflective Teaching in Schools (the core book for school-based professional development)
- Readings for Reflective Teaching in Schools (a portable library with 112 readings linked to the core book)
- reflectiveteaching.co.uk (a website for supplementary, updated ‘Notes for Further Reading, ‘Reflective Activities, links, downloads, etc.)
Readings for Reflective Teaching in Schools has been extensively updated since earlier versions. Whilst some classic sources remain, most of the 112 readings are new. Material from important recent research has been added, drawing internationally as well as reflecting the unique character of the countries of the UK and Ireland. The balance of the book has been adjusted to reflect current issues and concerns in education - and to support a wide range of school-university partnership arrangements.
This collection is edited by Andrew Pollard, former Director of the UKs Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge.
- Secondary experts are Mary James, former President of the British Educational Research Association, Kristine Black-Hawkins, Gabrielle Cliff Hodges, Sue Swaffield and Mark Winterbottom.
- The primary team are Pete Dudley, former Director of the Primary Strategies in England, Holly Linklater, Mandy Swann, Fay Turner, Paul Warwick and Mary Anne Wolpert.
Reflective Teaching in Schools considers a very wide range of professionally relevant topics, presents key issues and research insights, suggests ‘Reflective Activities' for classroom work, and offers guidance on selected ‘Key Readings'. Designed to be used at two levels, it offers both practical support for classroom challenges and routes towards deeper forms of expertise. It is an established textbook supporting school-based practice for initial teacher education courses across the UK and beyond.
reflectiveteaching.co.uk is a website supplementing the two books. For example, there are materials on mentoring which will be particularly helpful for school-based teacher education, and also on how to design and carry out teacher research and classroom enquiry as part of professional development. There are Notes for Further Reading, a glossary of terms and additional Reflective Activities. The section on Deepening Expertise delivers more advanced features, including a framework linking research evidence to powerful concepts for the analysis of classroom practice.
This book is one of the Reflective Teaching Series - applying principles of reflective practice in early years, schools, further, higher and adult education.
Synopsis
Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, new readings concisely introduce much of the best of classic and contemporary international research on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education and a wide range of school-university partnership arrangements.
This collection of readings is edited by Andrew Pollard, former Director of the UKs Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge.
Readings for Reflective Teaching in Schools is part of a set of professional resources. It links directly to the textbook, Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools.
Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. It presents key issues and research insights, suggests reflective activities for classroom enquiry, and offers guidance on further study. By design, it offers both practical support for effective classroom practice and routes towards deeper forms of expertise. It has supported teachers professional development in the UK and beyond for over 25 years.
The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise.
This book is one of the Reflective Teaching Series - inspiring education through innovation in early years, schools, further, higher and adult education.
About the Author
Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, the University of Bristol, UK, and the University of Cambridge, UK. He taught for ten years before becoming a teacher educator and researcher. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP) and advised the government on the National Curriculum Review.
Table of Contents
Introduction
Part I: Becoming a Reflective Professional
1. Identity. Who are we, and what do we stand for?
2. Learning. How can we understand learner development?
3. Reflection. How can we develop the quality of 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 managing behaviour?
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 does use of language support learning?
13. Assessment. How can assessment enhance learning?
Part IV: Reflecting on Consequences14. Outcomes. How do we monitor student learning achievements?
15. Inclusion. How are we enabling learning opportunities?
Part V: Deepening Understanding16. Expertise. Conceptual tools for career-long fascination?
17. Professionalism. How does reflective teaching contribute to society?
List of case-studies, checklists, figures and research briefings
Bibliography
Acknowledgements
Index