Developing Reflective Practice: A Guide for Beginning Teachers

✍ Scribed by Debra Mcgregor, Lesley Cartwright

• Publisher: Open Univ Pr
• Year: 2011
• Tongue: English
• Leaves: 329
• Category: Library

✦ Synopsis

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. The illustrative case studies consider how reflective practice can inform your teaching practice, including: Preparing for teaching Fitting into your school Designing lessons Managing behaviour Planning for creativity Assessing effectively Developing essential teaching techniques Working effectively with your mentor Extending your professional practice at Master's level An additional feature of the book is the inclusion of a number of new suggestions for developing reflective practice based on the authors' experience of training new teachers and supporting beginning teachers. Through reflective tasks based on the real problems that beginning teachers face you can actively develop your understanding and confidence in this area. This book is essential reading for trainees and newly qualified teachers as well as those supporting new entrants to the profession.

✦ Table of Contents

Developing Reflective Practice......Page 2
Contents......Page 8
Notes on contributors......Page 10
Foreword......Page 14
Preface......Page 16
Acknowledgements......Page 24
List of Abbreviations......Page 26
1 What can reflective practice mean for you . . . and why should you engage in it?......Page 28
2 How do you become a reflective professional?......Page 48
3 Who do you think you are . . . and who do you think you will be as a teacher?......Page 66
4 How consciously reflective are you?......Page 82
5 How does your teacher identity fit in with the culture of teaching and the organization?......Page 96
6 Identifying and mapping your complementary support systems: who are your partners in reflection?......Page 118
7 How can you use reflection to develop creativity in your classroom?......Page 134
8 Are you a fatalist or an idealist?......Page 154
9 Frameworks to make small changes with big impact: how can detailed reflection improve your practice?......Page 172
10 How can you make the best use of feedback on your teaching?......Page 192
11 How can you overcome constraints to enhance reflective practice?......Page 214
12 How can e-reflection help develop your practice?......Page 228
13 ‘Reflection, reflection, reflection, I’m thinking all the time, why do I need a theory or model of reflection?’......Page 244
14 Taking the longer term view: how can reflective practice sustain continuing professional development?......Page 262
Appendix 1 QTS standards summary......Page 278
Appendix 2 Grade criteria for the inspection of initial teacher training 2008–11......Page 286
Appendix 3 Using progression grids for staged feedback......Page 294
Appendix 4 Action plan for augmenting mentor support......Page 298
Glossary......Page 300
References......Page 308
Index......Page 320