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.
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.
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.
Learning Through Storytelling in Higher Education explores ways of using storytelling as a teaching and learning tool. When storytelling is formalized in meaningful ways, it can capture everyday examples of practice and turn them into an opportunity to learn - encouraging both reflection, a deeper understanding of a topic and stimulating critical thinking skills. The technique can accommodate diverse cultural, emotional and experiential incidents, and may be used in many different contexts eg formal/informal; one-on-one/group setting. The authors outline the different models of storytelling and explain how to make use of this technique and encourage a 'storytelling culture' within the workplace or in tutorial sessions. Academic yet accessible, this book provides a new perspective on learning techniques and will be a great asset to any educator looking to improve reflective practice.
This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers’ work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.
This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice. The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions.
Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions. This tension superficially replicates an old dichotomy between practice and theory. The contributors to this volume reflect on ideas and attempts to integrate theory and practice. Key questions and themes recur: the balance and relationship between work done in school "on the job" and work away from the workplace, such as in universities; teacher education as a partnership activity; and the need to critically examine the institutional, cultural, and historical context in which they work.
An essential text for the aspiring student paramedic,Fundamentals of Paramedic Practice makes paramedic scienceand pre-hospital care accessible, straightforward andexciting. It assumes no prior knowledge of the subject,presenting the must-have information that students needabout both the theory and practice of what it means to be aparamedic. With extensive full-colour illustrations throughout, aswell as activities and scenarios, this user-friendly textbook willsupport paramedic students throughout their course.
This book explores reflective practice as a source and resource for teaching, learning and research in Art and Design, Dance, Drama and Music. Many of the authors are both arts educators and researchers who reflect current trends in arts education, and consider the relationships between teachers, artists and learners across disciplines. The book offers a resource for individual and collective professional development which, by its nature, involves reflecting on practice.
Faced with a vast list of roles and responsibilities and answering to a broad array of stakeholders, school administrators can feel like they must constantly play the role of invincible superhero. Rarely do they have the opportunity to engage in the kind of reflection, inquiry, and collegial sharing that is so effective in teacher professional development. In Leading and Learning, Fred Brill draws on personal narratives from new and experienced school administrators to examine common themes, concerns, successes, and failures. From these stories, practices and protocols emerge to help administrators navigate the complexity of their jobs, and better manage their own professional development. Leading and Learning examines the administrative roles of school leaders from "enforcer" to "system-builder," to "instructional leader" as well as the psychological, emotional aspects of the position, and the impact of school culture. Fred shares research on the success and structures of professional learning communities and shows how the power of combining PLCs with the practice of reflective storytelling results in better school leadership and professional growth. Woven throughout the book are stories from over 260 interviews with school administrators that will energize readers while generating chuckles and knowing nods. The book's goal is to provide a model that inspires change in schools and in administrator induction programs. By offering a detailed analysis of effective (and ineffective) leadership, Leading and Learning gives readers a new method for making decisions, solving problems, and working to get things done in their school communities. And by demonstrating the power of reflective storytelling and collaborative learning, it provides school leaders with an effective process for more clearly translating belief into action.
Mayes’ Midwifery, an established key textbook for students and qualified midwives, contains essential knowledge for professional practice. For this 14th edition, each section and chapter has been fully updated and enhanced by leading authors to ensure the text complies with contemporary practice and current guidelines. Added benefits are the availability of a variety of additional online resources for each chapter, including case studies, video and website links, and a bank of multiple-choice questions to test knowledge. With a strong emphasis on normal birth, the book covers the spectrum of midwifery-related topics applied to practice, providing a foundation of knowledge, and encouraging independent thought through the use of reflective exercises in each chapter and online. The book provides midwives with material that meets individual ways of learning and supports current modes of midwifery education. Mayes’ Midwifery is the text for initial preparation and for ongoing midwifery practice. New chapters on essential contemporary issues: Vulnerable women Perspectives on the future of midwifery, in a global context Evidence-based information to guide best practice Learning outcomes and Key Points in all chapters Reflective activities Now with an integrated website offering additional resources and material including: Multiple-choice questions for self-testing Case studies Reflective activities to consolidate your professional development Useful additional reading, resources and weblinks Expanded topics Downloadable materials including illustrations
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.
At its heart, outstanding teaching is about leadership, and reflective practice is the essential foundation for advancing academic leadership in the classroom and beyond. Teaching in higher education is a complex and multi-faceted endeavor. It is highly creative, relational, dynamic and inspiring, and also demanding in a context of changing student expectations and the proliferation of knowledge across all disciplines and professions. Given that learning is completely volitional on the part of your students, high-impact teaching involves inspiring, motivating and facilitating rich and authentic learning experiences. Within all of the complexity of the teaching role, how do you know where you are most effective, and where you can further grow and develop? Reflective practice is the key! Whether you are new to teaching or are an experienced college faculty member, this manual offers a roadmap for your own personal journey of discovery and growth, with a wide range of tools and resources to help you in advancing your teaching excellence. The activities and resources in this manual have been drawn from research and scholarship on teaching in higher education, as well as the lived experience of a diverse group of faculty members and other academic leaders, to support you in your learning journey across the many dimensions of your role. Personal stories, case examples, and reflections from faculty colleagues are offered throughout, bringing the material to life and establishing direct linkages with the ‘art and science’ of teaching and learning. I believe the time spent on reflection is a gift; it allows us the distance necessary to understand the complexity, joy, challenges and learnings of a set of experiences, and then, most critically, to peel apart our emotions and expectations, basking in what worked and adapting to what’s next. This guide offers the tools to get the most from that gift. Whether a new practitioner or seasoned faculty, reflective practice supports your development as an academic leader, making for experiences that are more meaningful for you, and for your students. Ann Buller President and CEO, Centennial College As a faculty member, this Reflective Practice Guide has numerous activities that will help you to not only reflect on teaching excellence but will assist you in developing your ideal teaching self. All the activities in this Reflective Practice Guide were so inspiring to do and reaffirmed my passion for teaching. This manual can help you as faculty to develop to your full potential. Jackie Bishop, RN BScN Med Professor, Nursing
This collection of essays from many of the world’s leading drama education practitioners captures the challenges and struggles of teaching and learning through drama with honesty, humour, and vulnerability. Each essay investigates one particular mistake, or series of mistakes, and interrogates how these (mis)adventures changed the author’s future practice and thinking about learning and teaching through drama. Modelled on reflective practice, this book will be an essential, everyday guide to the challenges of drama education.
Are you being encouraged to reflect more deeply and critically on what you do? If your answer is yes, this uniquely inspiring book is for you. The Reflective Journal is a thoughtful and encouraging introduction to critically reflective practice. With space to write your reflections, it will give you a place to capture your learning and a structure to record your development. As a powerful tool for processing your thoughts, feelings and actions, it will lead you to a deeper understanding of yourself and your work so that you can develop your practice and achieve your professional goals. Written for students on a range of courses from education and social work to business, counselling and health, it will also be invaluable for those on placement or in professional practice.
'The text provides powerful opportunities to challenge thinking and to encourage trainee teachers to articulate and justify their beliefs about the purposes of education, the nature of learning and the impact this has on their own developing practice in the classroom' - Marnie Seymour, Senior Lecturer in Primary Education, University of Winchester 'Through a variety of stimulus questions and a focus on 'what does this mean for you?', this book encourages pre-service teachers to develop habits of reflection that will guide their achievement of an authentic teacher identity' - Linley Cornish, Associate Professor, School of Education, University of New England, Australia An essential aspect of teaching is being able to reflect on your own practice and analyse your professional actions, and use this process to develop as a successful teacher. Reflective Practice for Teachers explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice. Coverage includes: 'What does this mean for you?' boxes in every chapter that directly relate educational theory to the classroom The changing nature of teaching and the role of the teacher, and the importance of making personal evidence-based decisions How contemporary issues such as technology, global perspectives, and the importance of pedagogical practices can support effective teaching Guidance on how to reflect on the richness of diversity in classrooms, and the tensions and challenges that may result from differences. This is essential reading for teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning. Maura Sellars is a lecturer in Education at The University of Newcastle, Australia.
Based on sound theoretical concepts, this book offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology.
Provides information on using journal writing in teaching and professional development.
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.
This book is an essential companion for all primary trainee teachers, whatever their training route. It focuses on the school-based experience and provides both practical strategies and opportunities for reflection, so trainees are challenged to critically evaluate their learning in order to improve attainment and ultimately succeed while in their school settings. The book reflects current educational policy and embraces key national priority areas including behaviour, inclusion and the teaching of phonics and early mathematics. Other chapters look at professional partnerships, planning and assessment, employability and, crucially, how to move from good to outstanding teaching. Case studies enliven the text and present a range of perspectives for consideration, while critical questions engage the reader and promote a deeper understanding of the text. This second edition of Primary School Placements has been fully revised throughout and in particular provides an increased focus on evidence-based practice and is referenced to the latest national curriculum.

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