Syndetics cover image
Image from Syndetics

Developing Reflective Practice [electronic resource] : A Guide for Beginning Teachers

By: Contributor(s): Material type: Computer fileComputer filePublisher number: 9780335242573Publication details: Maidenhead : McGraw-Hill Education, 2011.ISBN:
  • 9780335242597
Subject(s): Genre/Form: Additional physical formats: Print version:: Developing Reflective Practice : A Guide for Beginning TeachersDDC classification:
  • 370.71
LOC classification:
  • LB1732
Online resources:
Contents:
CONTENTS; Notes on contributors; Foreword by Professor Caroline Gipps; Preface; Acknowledgements; List of Abbreviations; 1 What can reflective practice mean for you...and why should you engage in it? Debra McGregor; 2 How do you become a reflective professional? Lorraine Thomasand Gerald Griggs; 3 Who do you think you are....and who do you think you will be as a teacher? Mary Dunne; 4 How consciously reflective are you? Lesley Cartwright; 5 How does your teacher identity fit in with the culture of teachingand the organization? Angela Gault
11 How can you overcome constraints to enhance reflectivepractice? Mahmoud Emira and Julie Wilde12 How can e-reflection help develop your practice? Sarah Powell; 13 'Reflection, reflection, reflection, I'm thinking all the time, whydo I need a theory or model of reflection?' Vanessa Dye; 14 Taking the longer term view: how can reflective practice sustaincontinuing professional development? Debra McGregor and LesleyCartwright; Appendix 1 QTS standards summary; Appendix 2 Grade criteria for the inspection of initial teachertraining 2008-11; Appendix 3 Using progression grids for staged feedback
6 Identifying and mapping your complementary support systems:who are your partners in reflection? Dot Heslop and Linda Devlin7 How can you use reflection to develop creativity in yourclassroom? Lesley Mycroft and Paul Gurton; 8 Are you a fatalist or an idealist? Lesley Cartwright; 9 Frameworks to make small changes with big impact: how candetailed reflection improve your practice? Lesley Cartwright andLorraine Thomas; 10 How can you make the best use of feedback on your teaching? Fay Glendenning and Lesley Cartwright
Appendix 4 Action plan for augmenting mentor supportGlossary; References; Index
Summary: This student friendly practical guide helps you get to grips with reflective practice in teaching, through bite-sized sections that are informative and quickly digestible. The book clearly explains some of the best-known theories on reflective practice and then shows how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of rich case studies as well as extracts drawn from the reflective journals of those starting their teaching career.
Holdings
Item type Home library Call number Status Date due Barcode Item holds
Electronic Resource Electronic Resource UH Online Library Ebooks Not for loan
Total holds: 0

Enhanced descriptions from Syndetics:

Description based upon print version of record.

CONTENTS; Notes on contributors; Foreword by Professor Caroline Gipps; Preface; Acknowledgements; List of Abbreviations; 1 What can reflective practice mean for you...and why should you engage in it? Debra McGregor; 2 How do you become a reflective professional? Lorraine Thomasand Gerald Griggs; 3 Who do you think you are....and who do you think you will be as a teacher? Mary Dunne; 4 How consciously reflective are you? Lesley Cartwright; 5 How does your teacher identity fit in with the culture of teachingand the organization? Angela Gault

11 How can you overcome constraints to enhance reflectivepractice? Mahmoud Emira and Julie Wilde12 How can e-reflection help develop your practice? Sarah Powell; 13 'Reflection, reflection, reflection, I'm thinking all the time, whydo I need a theory or model of reflection?' Vanessa Dye; 14 Taking the longer term view: how can reflective practice sustaincontinuing professional development? Debra McGregor and LesleyCartwright; Appendix 1 QTS standards summary; Appendix 2 Grade criteria for the inspection of initial teachertraining 2008-11; Appendix 3 Using progression grids for staged feedback

6 Identifying and mapping your complementary support systems:who are your partners in reflection? Dot Heslop and Linda Devlin7 How can you use reflection to develop creativity in yourclassroom? Lesley Mycroft and Paul Gurton; 8 Are you a fatalist or an idealist? Lesley Cartwright; 9 Frameworks to make small changes with big impact: how candetailed reflection improve your practice? Lesley Cartwright andLorraine Thomas; 10 How can you make the best use of feedback on your teaching? Fay Glendenning and Lesley Cartwright

Appendix 4 Action plan for augmenting mentor supportGlossary; References; Index

This student friendly practical guide helps you get to grips with reflective practice in teaching, through bite-sized sections that are informative and quickly digestible. The book clearly explains some of the best-known theories on reflective practice and then shows how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of rich case studies as well as extracts drawn from the reflective journals of those starting their teaching career.