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Informed teaching is built upon a clear understanding of a wide range of professional issues. Reflective Teaching and Learning in the Secondary School offers a comprehensive overview of core teaching topics for professional studies modules on secondary initial teacher education courses.
Offering a critically engaged examination of practical and theoretical topics in order to encourage deeper reflection on what underpins good teaching practice, this second edition has been carefully updated to provide a contemporary introduction to secondary education.
New to this edition:
a new chapter on diversity, social justice and global issues in teaching a new chapter on pastoral and tutorial roles masters-level critical reading tasks in every chapter awareness of recent developments in education policy.
This is indispensable reading for anyone training to teach in secondary education including postgraduate (PGCE, SCITT) and school-based routes into teaching.
Sue Dymoke is Senior Lecturer in Education at the University of Leicester.
Offering a critically engaged examination of practical and theoretical topics in order to encourage deeper reflection on what underpins good teaching practice, this second edition has been carefully updated to provide a contemporary introduction to secondary education.
New to this edition:
a new chapter on diversity, social justice and global issues in teaching a new chapter on pastoral and tutorial roles masters-level critical reading tasks in every chapter awareness of recent developments in education policy.
This is indispensable reading for anyone training to teach in secondary education including postgraduate (PGCE, SCITT) and school-based routes into teaching.
Sue Dymoke is Senior Lecturer in Education at the University of Leicester.
'This book claims to be 'an introduction for beginning secondary teachers on developing the art of critical reflective teaching throughout their professional work.' It does this well.
This new edition has been updated to reflect recent developments in education policy and research. Importantly, it also stresses the need for beginning teachers to recognise the changing environment they are entering.
By successfully combining theoretical background with activities and questions to engage the reader, it promotes reflective thought and encourages reflective teaching. A number of the activities are designed to challenge the reader to think and work at Masters Level. Theory is well supported with additional reading to allow the reader to explore each area further.
I would recommend the new edition to trainee/beginning teachers and those involved in the training and development of teachers and it would also be a useful addition to the reading of more experienced teachers'
- Andrew Connell, Senior Lecturer &Director of PGCE, Keele University
This new edition has been updated to reflect recent developments in education policy and research. Importantly, it also stresses the need for beginning teachers to recognise the changing environment they are entering.
By successfully combining theoretical background with activities and questions to engage the reader, it promotes reflective thought and encourages reflective teaching. A number of the activities are designed to challenge the reader to think and work at Masters Level. Theory is well supported with additional reading to allow the reader to explore each area further.
I would recommend the new edition to trainee/beginning teachers and those involved in the training and development of teachers and it would also be a useful addition to the reading of more experienced teachers'
- Andrew Connell, Senior Lecturer &Director of PGCE, Keele University