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Zusatztext This comprehensive, rigorous and thoughtful book provides wise advice, stimulation, and research evidence to support the successful development of those embarking one of the most important jobs in the world. Developed over three decades, it is a cornerstone of preparation for teaching excellence. Informationen zum Autor 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). Caroline Daly is Professor of Teacher Education at IOE, UCL’s Faculty of Education and Society, University College London, UK. Katharine Burn is Professor of Education and Coordinator of the Oxford Education Deanery at the University of Oxford, UK Steve Higgins is Professor of Education at Durham University, UK. Aileen Kennedy is Professor of Practice, University of Strathclyde, UK. Margaret Mulholland is SEND and Inclusion Specialist at the Association of School and College Leaders, UK. Jo Fraser-Pearce is Associate Professor (Teaching) at IOE, UCL’s Faculty of Education and Society, University College London, UK. Mary Richardson is Associate Professor of Educational Assessment at IOE, UCL’s Faculty of Education and Society, University College London, UK. Dominic Wyse is Professor of Early Childhood and Primary Education, IOE, UCL’s Faculty of Education and Society, University College London, UK John Yandell is Senior Lecturer at IOE, UCL’s Faculty of Education and Society, University College London, UK. Vorwort Providing excellent support for trainee and practising teachers, expert authors combine evidence-basedprinciples with practical advice and examples to ensure a solid grasp of reflective practice and the realities of a primary school classroom. Zusammenfassung Providing excellent support for trainee and practising teachers, expert authors combine evidence-basedprinciples with practical advice and examples to ensure a solid grasp of reflective practice and the realities of a secondary school classroom. Inhaltsverzeichnis How to Use This Book 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 Learning 5. Contexts. What Is, and What Might Be? 6. Relationships. How Are We Getting On Together? 7. Engagement. How Are We Nurture Positive Behaviour? 8. Spaces. How Are We Creating Environments For Learning? Part III: Teaching For Learning 9. 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 Consequences 14. Outcomes. How Do We Monitor Student Learning Achievements? 15. Inclusion. How Are We Enabling Learning Opportunities? Part V: Deepening Understanding 16. Expertise. How Do We Take A Holistic View? 17. Professional Learning. How Can We Nurture Career-Long Reflective Teaching? 18. Professionalism. How Does Reflective Teaching Contribute to Society?List Of Case-Studies, Checklists, Figures and Research Briefings Bibliography Acknowledgements Index...
