This book looks at critical reflection as a key skill for all teachers in further education (FE) and an important part of the new Professional Standards. In particular the text explores the key themes of self-awareness, planning, managing behaviour and CPD in relation to reflective practice to demonstrate how it can support those areas of teaching that most often cause concern. The limitations and benefits of reflection are analysed and action research is identified as an important facet in developing professional reflective practice which can in turn enhance both the personal and professional life of FE teachers.
Arvustused
I really like the critical thinking activities and will be using some of the tasks within my own teaching. Communication and managing behaviour is very topical and one which learners always seek further advice, so this again was very useful. Possibly one of the more useable and relevant books on reflective practice. - Ruben Martin, University of KentThe first thing to note about the book, is its accessibility, from the beginning it addresses the reader in a straightforward and engaging way. The balance between a text book and accessible narrative is good. In its ten chapters it takes the reader from the fundamentals and principles of reflective practice , through to supporting the practice of reflection, with case studies, and some start up documentation to use in the work environment.I read through the book in a few hours, and I thought that the book made reflective practice something that was a natural part of practice , whilst at the same time making the case for teachers to reflect. - Mark Flagg, Trinity St David (University of Wales)This is an excellent idea which is not only informative and linking I theory to practice but it also captures the spirit of the FE sector in a way, to my best knowledge, has not been attempted before. It also tackles some tricky issues of bullying and contested notions of professionalism. - Karl Aubrey, Bishop Grosseteste University
Muu info
I really like the critical thinking activities and will be using some of the tasks within my own teaching. Communication and managing behaviour is very topical and one which learners always seek further advice, so this again was very useful. Possibly one of the more useable and relevant books on reflective practice. -- Ruben Martin, University of Kent The first thing to note about the book, is it's accessibility, from the beginning it addresses the reader in a straightforward and engaging way. The balance between a text book and accessible narrative is good. In its ten chapters it takes the reader from the fundamentals and principles of reflective practice , through to supporting the practice of reflection, with case studies, and some start up documentation to use in the work environment.I read through the book in a few hours, and I thought that the book made reflective practice something that was a natural part of practice , whilst at the same time making the case for teachers to reflect. -- Mark Flagg, Trinity St David (University of Wales) This is an excellent idea which is not only informative and linking I theory to practice but it also captures the spirit of the FE sector in a way, to my best knowledge, has not been attempted before. It also tackles some tricky issues of bullying and contested notions of professionalism. -- Karl Aubrey, Bishop Grosseteste University
| Meet the authors |
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vi | |
| Meet the series editor |
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vii | |
| Acknowledgements |
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viii | |
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1 | (5) |
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2 What is reflective practice? |
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6 | (18) |
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3 Reflecting on practical teaching issues |
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24 | (15) |
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4 Reflective practice and self-awareness |
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39 | (17) |
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5 Reflective practice: communicating and managing behaviour |
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56 | (14) |
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6 Reflective practice and continuing professional development |
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70 | (17) |
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7 Reflective practice: a deeper understanding |
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87 | (16) |
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8 Evaluating reflective practice: benefits and limitations |
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103 | (13) |
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9 Reflection in action research |
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116 | (15) |
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131 | (3) |
| Appendix 1 Critical incident pro forma |
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134 | (1) |
| Appendix 2 Journal entry sheet |
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135 | (1) |
| Appendix 3 ETF Professional Standards for Teachers and Trainers in Education and Training (England) |
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136 | (3) |
| Index |
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139 | |
Susan Wallace is Emeritus Professor of Education at Nottingham Trent University where, for many years, part of her role was to support learning on the initial training courses for teachers in the FE sector. She has researched and published extensively on education, training and management of behaviour, and is a popular keynote speaker at conferences. Her particular interests are in mentoring and the motivation and behaviour of students.
Keith Appleyard has worked within the post-16 sector since 1978 as a lecturer, college senior manager and teacher trainer. Over a 20-year period he was a tutor and course leader for PGCE/Cert Ed programmes at Lincoln College, and a tutor on these programmes at Nottingham Trent University. He has worked as an OFSTED inspector and for 7 years as an ITT reviewer for Standards Verification UK. Presently he is a consultant for LSIS.
Nancy Appleyard began herworking life in the insurance industry, becoming a partner in a General Insurance brokerage. In the early 90s she took a career change and taught Communication Studies at Lincoln College for 10 years. Since 2001 she has designed and delivered more wide-ranging and flexible communication and personal development programmes for Grantham College and the wider AE community (for example RAF bases and community houses). Currently she gives presentations to organisations throughout the East Midlands and, along with her husband Keith, is lucky enough to have one of the most enjoyable jobs on offer: giving lectures on communication and personal development to cruise ship audiences, a great opportunity to meet a host of interesting people and see new places.
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