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.
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Katz, L.G. and Chard, S.C. (1997) Documentation: the Reggio Emilia approach, Principal, 76(5): 16–17. Kennedy, M. (1997) The connection between research and practice, Educational Researcher, 26(7): 4–12. Littleton, K., Mercer, N., ...
This edition features a substantive new preface, bringing the book up to date with recent developments in the field.
Developing Reflective Practice is an essential companion for practitioners and students in health and social care who wish, or need, to incorporate reflective practice into their workplace.
Divided into three clear parts, this book covers useful and interesting topics on the development of two-year-olds, such as: Emotional and social development Language and communicating Disposition and mindset Playful learning Family life ...
This lack of confidence can be the result of misunderstanding the reflective process itself (Thompson and Thompson, 2008b), anxiety about possessing an adequate level of professional knowledge and skill to carry out the task (Thompson ...
Using reflective techniques can help you learn to depend on your intuition for help in making good decisions quickly.
Full of practical tools and approaches for enriching and recording reflections, this insightful book aims to simplify reflective practice for teachers.
The connections between reflective practice and professional development are the focus for this book, which offers guidance to support lasting change and provides strategies to enable self-initiated professional development.
This is an up to date guide to teaching and learning in higher education, addressing issues raised by the Professional Standards Framework.