How important is it to be a reflective practitioner in education today? This book examines the reflective practitioner role and the scope of reflective activities in professional practice, revealing that critical thinking is rooted in a philosophical debate about notions of truth linked to differing learning approaches.
The connections between reflective practice and professional development are the focus for this book, which offers guidance to support lasting change and provides strategies to enable self-initiated professional development. The book includes: - traditional approaches to reflective practice - how to enhance the effectiveness of reflective practice - putting reflective practice in context - how reflective practice can improve attainment for students and staff - an Appendix of useful resources. With case studies and examples of relective practice from trainee teachers and from students studying across a range of Education courses, this book equips the reader to develop their own reflective practice framework. Relevant also to practitioners working across the children′s workforce, it encourages personal and professional development for the whole range of professionals working in education and care. Peter Tarrant is a Teaching Fellow at the Moray House School of Education, University of Edinburgh.
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
Reflective Practice for Professional Development provides an accessible introduction to the theory and practice of reflection. In ten concise chapters it explores how reflecting on experiences can be used for professional development and help progress knowledge and skills. Using scenarios, questions and stories, the reader is encouraged to apply the content to their own context, demonstrating the importance of reflection in helping us to make sense as well as make the most of our professional experience. Exploring key themes such as the importance of criticality, models of reflection and connections between thought, language and actions, it considers the ways in which reflection can widen perspectives, generate deeper understanding of professional challenges and enhance creativity. Full of practical tools and approaches for enriching and recording reflections, this insightful book aims to simplify reflective practice for teachers. It is an ideal guide for anyone who needs to build reflection into their practice or their studies.
This reference tool for mastering reflective practice and initiating it in your school offers ideas for reflective practice alone, with partners, in small groups, and schoolwide.
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
This is a practical guide to reflective practice for teachers and trainee teachers in the FE and skills sector. Reflective practice is a key element of teaching and this comprehensive and accessible guide introduces and explains this area of practice for trainee and new teachers. It asks ′what is reflective practice?′ and includes an exclamation of the processes of reflection and tips on reflective writing. Many trainees and new teachers need support in reflective practice. Written for all those working towards QTLS, this text gives practical guidance on how to become a reflective practitioner and examines how this relates directly to teaching in the FE and skills sector, and how reflection can benefit teaching. This second edition includes new chapters on ′reflective teaching and learning′ and ′reflection-re-action′, a new Theory Focus feature. Richard Malthouse has extensive knowledge of education and training in the UK and abroad. He currently works in training design and performance needs analysis for a large law enforcement agency. Alongside this, Richard is the director of a successful company offering coaching to individuals. Richard is a Doctor of Education and a Fellow of the Institute of Learning. Jodi Roffey-Barentsen is Programme Manager of the BA (Hons) in Education and the Foundation Degree in Learing Support at Farnborough College of Technology and is involved in a range of initial teacher training programmes. Jodi also works as a consultant for the Institute of Learning. Jodi is a Doctor of Education and a fellow of the Institute for Learning.
This book deals with the nature of professional education and the need to produce professionals who are capable of reflection upon practice. It derives comprehensive guidelines for developing curricula and teaching methods that encourage reflective thinking. It is heavily research-based and the multiprofessional approach is unique to this subject matter. It will appeal to educators in all health science disciplines. The book includes an introduction to the concepts of reflection and reflective thinking and describes action research methodology used to carry out this study. Findings are presented in the form of case studies and the conclusions drawn are considered in the context of practical implementation.
How important is it to be a reflective practitioner in education today? This book examines the reflective practitioner role and the scope of reflective activities in professional practice, revealing that critical thinking is rooted in a philosophical debate about notions of truth linked to differing learning approaches.
