|About the book|
This student friendly practical guide helps you get to grips with reflective practice in teaching, through bite-sized sections that are informative and quickly digestible. The book clearly explains some of the best-known theories on reflective practice and then shows how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of rich case studies as well as extracts drawn from the reflective journals of those starting their teaching career. The illustrative case studies consider how reflective practice can inform your teaching practice, including:
This book is essential reading for trainees and newly qualified teachers as well as those supporting new entrants to the profession.
Contributors: Linda Devlin, Mary Dunne, Vanessa Dye, Mahmoud Emira, Angela Gault, Fay Glendenning, Gerald Griggs, Paul Gurton, Dot Heslop, Lesley Mycroft, Sarah Powell, Lorraine Thomas, Julia Wilde
|About the authors|
Deb McGregor is Reader in Developing Pedagogy and Educational Doctorate Award Leader at the University of Wolverhampton, UK.
Lesley Cartwright is an Education Consultant, UK. She was previously principle lecturer at the University of Wolverhampton.
|Table of contents|
What can reflective practice mean to you?
How do you become a reflective professional?
Who Do You Think You Are... and Who Do You Think You Will Be as a Teacher?
How Consciously Reflective Are You?
How does your teacher identity fit in with the culture of teaching and the organization?
Who are your partners in reflection? Identifying and mapping your complementary support systems.
How Can I Use Reflection to Develop Creativity in my Classroom?
Are you a Fatalist or an Idealist?
How can detailed reflection improve your practice? Frameworks to make small changes with big impact.
How can you make the best use of feedback on your teaching?
How can you overcome constraints to enhance reflective practice?
How can e-reflection help develop your practice?
"Reflection, reflection, reflection, I'm thinking all the time, why do I need a theory or model of reflection?"
Taking the longer term view: How can reflective practice sustain continuing professional development?