Reflective teaching: effective and evidence-informed professional practice / by Andrew Pollard

By:

Pollard, Andrew

Material type: Text

TextLanguage: English Publication details: New York: Continuum International, 2004.Description: xvii,: 477 pISBN:

9780826451170

Subject(s):

DDC classification:

372.1102 POL-R

Contents:

Part 1 Becoming a reflective teacher: reflective teaching and standards; social contexts; investigating classrooms. -- Part 2 Being a reflective teacher: who are we? - teachers and pupils; how are we getting on together?; how are we supporting children's learning?; what are the aims, structure and context of the curriculum?; how are we planning and implementing the curriculum?; how are we organizing the classroom?; how are we managing learning and coping with behaviour?; how are we communicating?; how are we assessing children's learning?; what are the social consequences of classroom practice?. -- Part 3 Beyond classroom reflection: reflective teaching and the school; reflective teaching and society; mentoring.

Summary: Views on teaching range between those who advocate acquiring tips from experienced hands, while some academics advocate an abstract, theoretical approach. This work discusses reflective teaching, which allows practitioners to relate practice and theory within their own particular contents

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode	Item holds
Books	Library, SPAB F-2	Non Fiction	372.1102 POL-R (Browse shelf(Opens below))	Available		001940

Total holds: 0

Part 1 Becoming a reflective teacher: reflective teaching and standards; social contexts; investigating classrooms. --
Part 2 Being a reflective teacher: who are we? - teachers and pupils; how are we getting on together?; how are we supporting children's learning?; what are the aims, structure and context of the curriculum?; how are we planning and implementing the curriculum?; how are we organizing the classroom?; how are we managing learning and coping with behaviour?; how are we communicating?; how are we assessing children's learning?; what are the social consequences of classroom practice?. --
Part 3 Beyond classroom reflection: reflective teaching and the school; reflective teaching and society; mentoring.

Views on teaching range between those who advocate acquiring tips from experienced hands, while some academics advocate an abstract, theoretical approach. This work discusses reflective teaching, which allows practitioners to relate practice and theory within their own particular contents

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