Readings for Reflective Teaching in Schools

Andrew Pollard, Andrew Pollard, Amy Pollard

• Publisher: Bloomsbury Academic
• Year: 2014
• Print ISBN:
  9781472509741
• eBook ISBN:
  9781472512529
• Edition: 2
• Topic: Education
• Subtopic: Professional Development

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, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school–university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's 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 fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise.
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, 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.

Table of contents

• FC
• Half title
• Available and forthcoming titles in the Reflective Teaching series
• Title
• Copyright
• Contents
• Acknowledgements
• Preface
• Part one 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 two Creating conditions for learning
• 5 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 three Teaching for learning
• 9 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 language support learning?
• 13 Assessment How can assessment enhance learning?
• Part four Reflecting on consequences
• 14 Outcomes How do we monitor student learning achievements?
• 15 Inclusion How are we enabling opportunities?
• Part five Deepening understanding
• 16 Expertise Conceptual tools for career-long fascination?
• 17 Professionalism How does reflective teaching contribute to society?
• List of figures
• Bibliography
• Permissions
• Index
• The Reflective Teaching Series