Margaret Gregson, Sam Duncan, Kevin Brosnan, Jay Derrick, Gary Husband, Lawrence Nixon, Trish Spedding, Rachel Stubley, Robin Webber Jones

Reflective Teaching in Further, Adult and Vocational Education

Herausgeber: Pollard, Andrew; Pollard, Amy

• Broschiertes Buch

Produktbeschreibung

The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism. Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, 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 planning and assessing learning and collaborative approaches to reflective practice - evidence-informed 'principles' to aid understanding of how theories can effectively inform and develop teaching practices In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs. Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library. reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.

Produktdetails

• Verlag: Bloomsbury Academic
• 5th edition
• Seitenzahl: 504
• Erscheinungstermin: 11. Juni 2020
• Englisch
• Abmessung: 244mm x 188mm x 30mm
• Gewicht: 980g
• ISBN-13: 9781350102002
• ISBN-10: 1350102008
• Artikelnr.: 57477308

Autorenporträt

Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK. Sam Duncan is Lecturer in Education in the Department of Lifelong and Comparative Education at IOE, UCL's Faculty of Education and Society, University College London, UK. The author team: Kevin Brosnan and Gary Husband (University of Stirling, UK) Jay Derrick (IOE, UCL's Faculty of Education and Society, University College London, UK) Lawrence Nixon and Trish Spedding (University of Sunderland, UK) Rachel Stubley (University of South Wales, UK) Robin Webber-Jones (Sheffield College, UK)

Inhaltsangabe

Foreword How to Use this Book Introduction Part I: Becoming Reflective 1.
Identity. Who are we? What do we stand for? 2. Learning. How can we
understand learner development? 3. Reflection. How can we develop the
quality of our practice 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 preparing for teaching? 8.
Spaces. How are we creating environments for learning? Part III: Learning
for Teaching 9. Curriculum. What is to be taught and learnt? 10. Planning.
How are we implementing the curriculum? 11. Pedagogy. How can we develop
effective strategies? 12. Communication. How can we support learning
through dialogue? 13. Assessment. How are we providing feedback for
learning? Part IV: Reflecting on Outcomes 14. Quality. How are we
evaluating student learning experiences/achievements? 15. Inclusion. How
are we enabling opportunities? Part V: Deepening Understanding 16.
Expertise. How can we engage in conceptual, career-long, practice-focused
professional development? 17. Professionalism. How does reflective teaching
contribute to society and to ourselves? Epilogue Reflective activities List
of case studies and figures Acknowledgements Glossary Bibliography Index