Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams. The team includes: Margaret Gregson (University of Sunderland, UK) | Yvonne Hillier (University of Brighton, UK) | Gert Biesta (University of Luxembourg, Luxembourg) | Sam Duncan (Institute of Education, University College London, UK) | Lawrence Nixon (University of Sunderland, UK) | Trish Spedding (University of Sunderland, UK) | Paul Wakeling (Havering Sixth Form College, UK) Reflective Teaching in Further, Adult and Vocational Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Considering a wide range of professionally relevant topics, the book presents key issues and research insights, suggest activities for classroom enquiry and offers guidance on key readings.
The book is written to coincide with the introduction of Further Education National Training Organisation (FENTO) standards - every tutor will have to demonstrate that s/he can meet these standards.
Thus, the purposes of what we do as adult educators and the reasons why people wish to engage in learning must also be considered in light of the ideological context (see, for example, Collins, 1991). The range of provision, ...
... Socially Just Pedagogies, Capabilities and Quality in Higher Education. London: Palgrave Macmillan. Jervis, L. and Jervis, L. (2005) 'What is the constructivism in constructive alignment?' Bioscience Education, 6(1), 1–14. Jester ...
London: Paul Chapman. —(1999) Neurons and Networks: An Introduction to Behavioural Neuroscience. Cambridge, MA: Harvard University Press. —(2010) Young Children's Personal, Social and Emotional Development. 2nd edn. London: Paul Chapman ...
This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions.
Skinner's view of the learning process has attracted trenchant and persistent criticism. His fundamental belief that psychology must become a precise science has been rejected as a mirage, and he has been accused of coming to ...
This book looks at critical reflection as a key skill for all teachers in further education (FE) and an important part of the new Professional Standards.