000			01552nam a2200193Ia 4500
005			20240319124109.0
008			160802s9999 xx 000 0 und d
020			_a9780826451170
041			_aeng
082			_a372.1102 _bPOL-R
100			_aPollard, Andrew _960411
245			_aReflective teaching: _beffective and evidence-informed professional practice / _cby Andrew Pollard
260			_aNew York: _bContinuum International, _c2004.
300			_axvii,: 477 p.
505			_aPart 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.
520			_aViews 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
650			_aGEN _959366
942			_cBK
999			_c1464 _d1464