Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works.
This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals.
Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals.
The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice.
This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Reader in Education within the School of Education and Lifelong Learning at the University of Sunderland, UK.
Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, the University of Bristol, UK, and the University of Cambridge, UK. He is the Series Editor of the Reflective Teaching series.
Lawrence Nixon is Senior Lecturer within the Faculty of Education and Society, University of Sunderland, UK.
Trish Spedding is Co-Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT), UK.
Introduction
Part 1: Becoming Reflective
1. Identity. Who are we, and what do we stand for?
2. Learning. How can/should theories of learning inform educational practice?
3. Reflection. How can we collect and use evidence about practice to improve our teaching?
4. Principles. What are the foundations of effective teaching and learning?
Part 2: 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 preparing for teaching?
8. Spaces. How are we creating environments for learning?
Part 3: 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 can we support learning through dialogue?
13. Assessment. How are we providing feedback for learning?
Part 4: Reflecting On Outcomes
14. Quality. How are we evaluating student learning experiences?
15. Inclusion. How are we enabling opportunities?
Part 5: Deepening Understanding
16. Expertise. Conceptual career long fascination
17. Professionalism. How does reflective teaching contribute to society?
Bibliography
Index
Other versions by this Author
