Reflective Teaching in Schools: (Reflective Teaching)

Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.

Table of Contents:
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 managing 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 use of 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. Conceptual tools for career-long fascination? 17. Professionalism. How does reflective teaching contribute to society? List of case-studies, checklists, figures and research briefings Bibliography Acknowledgements Index

About the Author :
Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, and the University of Bristol, UK. He taught for ten years before becoming a teacher educator and researcher. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP) and advised the government on the National Curriculum Review.

Review :
This book should adorn every staffroom in the land, being used as a means of support, continuing professional development, ideas plus references to further research and reading. UK Ed Magazine Pollard et. al. remains a key text on our courses. This book's reflective characteristics and exercises are vital education tools in allowing our students to increase understandings of their specific professional practice within wider teaching and learning issues. Richard Race, Senior Lecturer in Education, Roehampton University, UK Any school determined to take seriously their teachers' initial training, continuing education and intellectual well-being cannot afford to be without a theoretical and practical guide. Building on Andrew Pollard's lifetime insights into what it means to be a reflective teacher, this is the best there could be. Sir Tim Brighouse, first Chief Adviser, London Challenge, UK In response to the radical upheavals in teacher education in England, Andrew Pollard has prepared a completely new version of his classic work on reflective teaching. Like its predecessors, it will be a major resource for all those who wish to maintain teaching as a values-based profession. Ian Menter, President, British Education Research Association, UK This new version of Reflective Teaching in Schools should be essential reading for every prospective teacher and their mentors. An ideal resource for inspiring excellence. Dame Alison Peacock, Headteacher of Wroxham Teaching School and the Transformative Learning Alliance, Hertfordshire, UK An excellent manual on classroom practice, Reflective Teaching in Schools offers teachers definitive advice based on sound and highly relevant academic research. Tony Finn, Honorary Professor of Teacher Education and Professionalism at the University of Glasgow, UK and Interim Chair of the Board of the Scottish College for Educational Leadership, UK Comprehensive, thoughtful and insightful, this book provides a wise and stimulating springboard for the development of excellent teaching. Chris Husbands, Director, Institute of Education, University of London, UK At a time when the teaching profession is experiencing so much challenge and change, this practical handbook provides an invaluable tool to help stimulate and sustain individual and collaborative reflection on the repetoire of attributes, skills and values that inform the art, the craft, the science and the vocation of teaching as a critically important profession. Carmel Gallagher, Registrar, General Teaching Council for Northern Ireland A really grounded update - on the pulse and grounded in research. -- Cara Broadhurst, University of Reading, UK