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E-grāmata: Reflective Teaching in Secondary Schools

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, , (IOE, UCL's Faculty of Education and Society, University College London, UK), (University of Strathclyde,), (Durham University, UK), , , (IOE, UCLs Faculty of Education and Society, University College London, UK), , (University of Oxford, UK)
  • Formāts: 592 pages
  • Sērija : Reflective Teaching
  • Izdošanas datums: 26-Jan-2023
  • Izdevniecība: Bloomsbury Academic
  • ISBN-13: 9781350263826
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Reflective Teaching in Secondary SchoolsPalielināt
  • Formāts: 592 pages
  • Sērija : Reflective Teaching
  • Izdošanas datums: 26-Jan-2023
  • Izdevniecība: Bloomsbury Academic
  • ISBN-13: 9781350263826
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The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers.

Reflective Teaching in Schools uniquely provides two levels of support:
- practical, evidence-­based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment
- evidence-­informed 'principles' and 'concepts' to help you continue developing your skills.

New to this edition:
- More case studies and research summaries based on teaching in the secondary school than ever before
- New reflective activities and guidance on key readings at the end of each chapter
- Updates to reflect recent changes in curriculum and assessment across the UK

reflectiveteaching.co.uk provides a treasure trove of additional support.

Recenzijas

Reflective Teaching in Secondary Schools is an essential read for student teachers. The research briefings and reflective activities offer excellent support for day-to-day classroom practice. In addition, the breadth of topics covered provides help with ideas for assignment writing. I would recommend this book to any of my student teachers. * Sarah Davies, Nottingham Trent University, UK * The sixth edition of Reflective Teaching in Secondary Schools is innovative and timely. I recommend that all teachers seeking to develop deeper understanding of the principles and concepts underpinning outstanding learning and teaching read this book. Teachers, mentors and those training to teach will benefit from the expertise shared by teacher educators and practitioners. * Tanya Ovenden-Hope, Plymouth Marjon University, UK * This comprehensive, rigorous and thoughtful book provides wise advice, stimulation, and research evidence to support the successful development of those embarking one of the most important jobs in the world. Developed over three decades, it is a cornerstone of preparation for teaching excellence. * Becky Francis, Education Endowment Foundation, UK *

Papildus informācija

Providing excellent support for trainee and practising teachers, expert authors combine evidence-based principles with practical advice and examples to ensure a solid grasp of reflective practice and the realities of a primary school classroom.

How to Use This Book
Introduction
Part I: 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 II: 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 Nurture Positive Behaviour?

8. Spaces. How Are We Creating Environments For Learning?
Part III: 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 IV: Reflecting On Consequences

14. Outcomes. How Do We Monitor Student Learning Achievements?

15. Inclusion. How Are We Enabling Learning Opportunities?
Part V: Deepening Understanding

16. Expertise. How Do We Take A Holistic View?

17. Professional Learning. How Can We Nurture Career-Long Reflective Teaching?

18. Professionalism. How Does Reflective Teaching Contribute to Society?
List Of Case-Studies, Checklists, Figures and Research Briefings
Bibliography
Acknowledgements
Index

Andrew Pollard is Professor of Education Policy and Practice and supports educational research at IOE, UCLs Faculty of Education and Society, University College London, UK. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP). Caroline Daly is Professor of Teacher Education at IOE, UCLs Faculty of Education and Society, University College London, UK.

The author team: Katharine Burn (University of Oxford, UK) | Steve Higgins (Durham University, UK) | Aileen Kennedy (Professor of Practice, University of Strathclyde, UK) | Margaret Mulholland (Association of School and College Leaders, UK) | Jo Fraser-Pearce, Mary Richardson, Dominic Wyse and John Yandell (IOE, UCLs Faculty of Education and Society, University College London, UK)
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