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Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works.This book, along with the core text and associated website, draw upon the work of Andrew Pollard , former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education , the core text, Reflective Teaching in Further, Adult and Vocational Education , and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals.The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice.This book forms part of the Reflective Teaching series , edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.>
Table des matières
Introduction
Part I: Becoming a reflective professional
1. Identity. Who are we, and what do we stand for?
2. Learning. How can we understand learner development?
3. Reflection. How can we develop the quality of our teaching?
4. Principles. What are the foundations of effective teaching and learning?
Part II: Creating Conditions for Learning5. Contexts. What is, and what might be?
6. Relationships. How are we getting on together?
7. Engagement. How are we managing behaviour?
8. Spaces. How are we creating environments for learning?
Part III: Teaching for Learning9. Curriculum. What is to be taught and learned?
10. Planning. How are we implementing the curriculum?
11. Pedagogy. How can we develop effective strategies?
12. Communication. How does language support learning?
13. Assessment. How can assessment enhance learning?
Part IV: Reflecting on Consequences14. Outcomes. How do we monitor student learning achievements?
15. Inclusion. How do we manage equality and diversity?
Part V: Deepening Understanding17. Expertise. Conceptual tools for career-long fascination?
18. Professionalism. How does reflective teaching contribute to society, and to ourselves?
Bibliography
Index
A propos de l'auteur
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.Lawrence Nixon is Senior Lecturer in the Faculty of Education and Society, University of Sunderland, UK.Andrew Pollard is Professor of Education Policy and Practice and supports educational research at the IOE, UCL's Faculty of Education and Society, University College London, UK. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP).Trish Spedding is Co-Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT), UK.Amy Pollard specialises in the application of social science to policy and practice and has worked on education projects at Demos, the Overseas Development Institute (ODI) and Anthropology Matters. Amy is currently Lead Policy Analyst at CAFOD, Official Catholic Aid Agency for England and Wales, UK.Andrew Pollard is Professor of Education Policy and Practice and supports educational research at the IOE, UCL's Faculty of Education and Society, University College London, UK. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP).
