Full Description
The Teacher's Reflective Practice Handbook is based on a multi-dimensional framework of reflective practice designed by the author to guide and support student, early career and experienced teachers to develop high-quality teaching and maximise pupil learning. This second edition combines the intent to preserve the integrity of seminal contributions advanced by eminent scholars and practitioners over the years, with that of broadening its reach to reflect key changes in policy discourse, teacher education, school and curriculum reform underpinned by evidence-informed research on what constitutes effective teaching and learning, across the national and international landscape.
Chapters invite you to engage in descriptive, comparative and critical reflective conversations across nine dimensions of reflective practice which enables you to:
Question personal theories, beliefs and assumptions about teaching and consider alternative perspectives and possibilities
Systematically evaluate your own teaching through classroom research procedures
Try out new strategies and ideas to appropriate new knowledge and to tailor inclusive provision for all your learners
Enhance the quality of and continue to improve your own teaching
Including a range of reflective tasks, links to online resources, exemplification material and further reading to develop and challenge your own thinking, The Teacher's Reflective Practice Handbook is an essential and accessible guide which supports the enactment of reflective practice through self- and peer-assessment, solution-focused learning, professional development and improvement planning to build a meaningful portfolio of evidence-informed practice.
Contents
Preface. PART 1 Reflective practice for professional development: framing the construct. 1 Reflective practice: captured, framed and defined. 2 Qualitative distinctions in reflective practice. PART II Dimensions of reflective practice: key features and processes. 3 Dimension 1: study your own teaching for personal improvement. 4 Dimension 2: systematically evaluate your own teaching through classroom research procedures. 5 Dimension 3: link theory with your own practice. 6 Dimension 4: question your personal theories and beliefs. 7 Dimension 5: consider alternative perspectives and possibilities. 8 Dimension 6: try out new strategies and ideas. 9 Dimension 7: maximise the learning potential of all your pupils.10 Dimension 8: enhance the quality of your own teaching. 11 Dimension 9: continue to improve your own teaching. Endnote. Appendices
