Reflective Teaching in Schools
Gabrielle Cliff Hodges, Pete Dudley, Holly Linklater, Mandy Swann
Format: PDF / Kindle (mobi) / ePub
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings.
Uniquely, two levels of support are offered:
· practical, evidence-based guidance on key classroom issues ? including relationships, behaviour, curriculum planning, teaching strategies and assessment processes;
· routes to deeper forms of expertise, including evidence-informed principles and concepts to support in-depth understanding of teacher expertise.
Andrew Pollard, former Director of the UKs Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK.
Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education.
Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education.
The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise.
This book is one of the Reflective Teaching Series ? inspiring education through innovation in early years, schools, further, higher and adult education.
understand it. Concepts as anchorage points – in providing stability for exploration of the subject and enabling cumulative understanding by learners. Alan Blyth was one of the first serious researchers on primary education and emphasised the need to maintain the integrity of school subjects in the teaching of young children. This philosophy was realised through a number of curriculum development projects, with Time, Place and Society 8–13 (Blyth et al., 1976) providing an outstanding example.
a position would accept that education has a degree of relative autonomy and would thus legitimate action by individuals to contribute to future social development. Such a theoretical framework is provided by what we call the dialectic of the individual and society (see Chapter 4 for a full discussion and, in particular, Reading 5.1). As Berlak and Berlak (1981) put it: Conscious creative activity is limited by prevailing social arrangements, but human actions and institutional forms are not
Institute of Education. Hellige, J. B. (1993) Hemispheric Asymmetry: What’s Left and What’s Left. Cambridge, MA: Harvard University Press. Her Majesty’s Inspectors (HMI) (1985) The Curriculum from 5 to 16. Curriculum Matters 2. An HMI Series. London: HMSO. Heuston, B. and Miller, H. (2011) Academic Learning Time: The Most Important Educational Concept You’ve Never Heard Of. Salt Lake City: Waterford Institute. Hick, P., Kershner, R. and Farrell, P. (eds) (2008) Psychology for Inclusive
achievement 251, 393, 393f exclusion 130 exercise 45 recording 45–6 (RA) expertise 68, 88, 444–6, 445f, 469 (RA), 469–70 cycles 68f expectation and 52, 161, 167, 180, 284, 358, 390, 449f, 457 knowledge and 259, 445 see also AfL; curricula; pedagogy; skills exploratory talk 334 facial disfigurements 416 fairness 150, 152, 157–8, 198 consistency and 190–1 control and 148 matching and 158 questions 153 (RA) faith schools 413 families 54–5, 133, 141, 176, 206, 225–6, 405, 479–80
This sort of work can be extremely engaging. For instance, a group of teachers investigated ‘talk in science’ in their school ... and the implications spread through the school. A sense of excitement is palpable in the lead teacher’s report of the project: ‘After a year of classroom analysis we, as the research group, have a wealth of data and we are now in a position to talk with enthusiasm and authority to other professionals about what we have learned about establishing a classroom climate