Reflective Practice for Teachers - Rilegato

Sellars, Maura

Rilegato

ISBN 10: 1446256502 ISBN 13: 9781446256503

Casa editrice: Sage Pubns Ltd, 2013

Riassunto

'The text provides powerful opportunities to challenge thinking and to encourage trainee teachers to articulate and justify their beliefs about the purposes of education, the nature of learning and the impact this has on their own developing practice in the classroom' - Marnie Seymour, Senior Lecturer in Primary Education, University of Winchester

'Through a variety of stimulus questions and a focus on 'what does this mean for you?', this book encourages pre-service teachers to develop habits of reflection that will guide their achievement of an authentic teacher identity' - Linley Cornish, Associate Professor, School of Education, University of New England, Australia

An essential aspect of teaching is being able to reflect on your own practice and analyse your professional actions, and use this process to develop as a successful teacher.

Reflective Practice for Teachers explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice.

Coverage includes:

• 'What does this mean for you?' boxes in every chapter that directly relate educational theory to the classroom
• The changing nature of teaching and the role of the teacher, and the importance of making personal evidence-based decisions
• How contemporary issues such as technology, global perspectives, and the importance of pedagogical practices can support effective teaching
• Guidance on how to reflect on the richness of diversity in classrooms, and the tensions and challenges that may result from differences.

This is essential reading for teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning.

Maura Sellars is a lecturer in Education at The University of Newcastle, Australia.

Su questo libro

Recensione:

'This valuable, research-informed book addresses issues regarding the nature and importance of reflective practice and considers the implications of this on how we plan and teach. The text provides powerful opportunities to challenge thinking and to encourage trainee teachers to articulate and justify their beliefs about the purposes of education, the nature of learning and the impact this has on their own developing practice in the classroom'
-Marnie Seymour,
Senior Lecturer in Primary Education, University of Winchester

'I think the book is well organised, with the earlier chapters introducing the key concept of reflective practice before commenting on teaching as a profession and contemporary and future education developments, together with implications for teachers. Chapters four to eleven consider more specific aspects of teaching, with the final chapter taking the reader into the realities of the early years of teaching (in my opinion, a most important consideration). The chapters have a consistent structure, commencing with ‘Guiding Questions’ to assist in framing thinking about the subsequent information. The link between theory and practice is a continual emphasis throughout the book, with the reflective exercises scaffolding the reader through these linkages. A concisely thorough review of relevant literature is a feature throughout, and the use of scenarios is most effective. Overall, this is a book that will be most useful throughout an undergraduate Education (teaching) degree.' (Associate Professor Graeme Lock 2013-07-07)

'To secure a future for quality education, teaching and learning teaching in contemporary times requires a disposition for engaging in critically reflective practice as a cornerstone for professional learning and conducting ethical practice.  This book offers a strong foundation for the collective and individual formation and sustainability of such a culture.' (Dr Christine Edwards-Groves 2013-07-07)

'The essence of this practical and thought-provoking book is an exploration of how to form and reform an authentic teacher identity in an ongoing process of development as a reflective practitioner, able to engage continually in 'deliberate, purposeful, metacognitive thinking and action'. Each chapter therefore presents a number of questions and scenarios that aim to develop habits of reflection and to emphasise that all teachers must find their own answers in the journey towards their sense of self as a teacher. The common format of each chapter and the focus on 'what does this mean for you?' make the book useable and helpful for all teachers and especially those about to begin their careers.'   (Linley Cornish 2013-07-07)

My favourite part of this wonderful text was found on page 73, in one of the many sections, entitled: ‘What does this mean for you?’[helpful application points for teachers throughout]. On this particular page the author talks about brain development. It states: ‘Perhaps the most important overall finding of neuroscience is the need for the brain to be emotionally safe for cognition to occur...The less stress and anxiety that students experience, the more able their brain is to learn, so being positive is important.’  Similar gems and pearls of wisdom are sprinkled helpfully throughout this insightful text, empowering the reader with knowledge strategies and ideas to improve their practice. Although aimed more for primary classroom teachers, there is much here for those in the early years to explore and learn from.

(Martine Horvath)

L'autore:

Maura Sellars trained initially at the Froebel Institute in London (now part of the University of Roehampton) before completing B. Ed (Hons) at the London Institute of Education. She has worked in primary schools in the UK and Australia for 28 years, teaching all the primary grades at one time or another. She gained a Dip.Ed. in Religious Education from ACU's Queensland campus before graduating from ACU (Strathfield) with M.Ed. (Research). On completion of her PhD she has focussed on investigating new and creative ways of accommodating student difference and inclusivity in the courses she presents to preservice teachers and others. She is also committed to the importance of reflective practice for teachers and students of all ages, the needs of 21st century learners and establishing strong links between theory and practice (praxis) in order to promote strong, accurate self-knowledge that supports increased personal and academic success in relation to learning outcomes. She is currently investigating numeracy as social practice and how reflective practitioners might interpret the mandatory curriculum documents in numeracy and mathematics in order to make learning in these areas more accessible to diverse groups of learners.

Su questa edizione

• Editore: Sage Pubns Ltd
• Data di pubblicazione: 2013
• ISBN 10: 1446256502
• ISBN 13: 9781446256503
• Rilegatura: Copertina rigida
• Numero edizione: 1
• Numero di pagine: 276