Reflective Teaching in Schools, 4th Edition

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 ‘Reflective Activities’ for classroom work and offers guidance on selected ‘Key Readings’.

Uniquely, two levels of support are offered:

• Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice – including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation.
• Routes to deeper forms of expertise, introducing evidence-informed ‘principles’ and ‘concepts’ to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond.

Andrew Pollard, former Director of the UK’s Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge.

Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools.

Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led 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 of educational terms, 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.

Table of Contents

Part one Becoming a reflective professional
Chapter 1 Identity Who are we, and what do we stand for?
Chapter 2 Learning How can we understand learner development?
Chapter 3 Reflection How can we develop the quality of our teaching?
Chapter 4 Principles What are the foundations of effective teaching and learning?

Part two Creating conditions for learning
Chapter 5 Contexts What is, and what might be?
Chapter 6 Relationships How are we getting on together?
Chapter 7 Engagement How are we managing behaviour?
Chapter 8 Spaces How are we creating environments for learning?

Part three Teaching for learning
Chapter 9 Curriculum What is to be taught and learned?
Chapter 10 Planning How are we implementing the curriculum?
Chapter 11 Pedagogy How can we develop effective strategies?
Chapter 12 Communication How does use of language support learning?
Chapter 13 Assessment How can assessment enhance learning?

Part four Reflecting on consequences
Chapter 14 Outcomes How do we monitor student learning achievements?
Chapter 15 Inclusion How are we enabling learning opportunities?

Part five Deepening understanding
Chapter 16 Expertise Conceptual tools for career-long fascination?
Chapter 17 Professionalism How does reflective teaching contribute to society?