Teaching and Learning through Reflective Practice PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teaching and Learning through Reflective Practice PDF full book. Access full book title Teaching and Learning through Reflective Practice by Tony Ghaye. Download full books in PDF and EPUB format.
Author: Tony Ghaye
Publisher: Routledge
ISBN: 1136842527
Category : Education
Languages : en
Pages : 212
Get Book
Book Description
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.
Author: Tony Ghaye
Publisher: Routledge
ISBN: 1136842527
Category : Education
Languages : en
Pages : 212
Get Book
Book Description
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.
Author: J. John Loughran
Publisher: Routledge
ISBN: 1135717230
Category : Education
Languages : en
Pages : 216
Get Book
Book Description
This text presents a research study into the development of reflective practitioners in a pre-service teacher education programme. The teacher educator in the study modelled his own reflections on practice in the hope that it would help students to apply reflection to their own teaching.; The results of the author's research demonstrate that reflection on practice occurs in three distinct periods: before anticipatory, during contemporaneous and after retrospective a pedagogical experience. The book concludes that when student teachers' own learning situations, both within their university coursework and their school experiences, become the focus for their learning about teaching and learning, their understanding of, and practice in, teaching is enhanced.
Author: Wendy M. Caughey Milne
Publisher:
ISBN: 9780999363898
Category :
Languages : en
Pages : 150
Get Book
Book Description
This book explains a process of reflective artmaking through which issues of teaching practice are explored. Through sketches the author provides insight into the mindset she brings to teaching elementary art and her on-going efforts to be the best teacher she can be.
Author: Kathryn DiRanna
Publisher: Corwin Press
ISBN: 1452294232
Category : Education
Languages : en
Pages : 234
Get Book
Book Description
The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals.
Author: Maura Sellars
Publisher: SAGE
ISBN: 1526415291
Category : Education
Languages : en
Pages : 313
Get Book
Book Description
Exploring key issues in teaching through the lens of reflective practice, in order to deepen understanding of teaching practice.
Author: Thomas S. C. Farrell
Publisher: Corwin Press
ISBN: 1483362523
Category : Education
Languages : en
Pages : 129
Get Book
Book Description
Use 80 reflection breaks as individual discussion starters or as part of a comprehensive professional growth plan that is perfect for teachers at all levels.
Author: Tony Ghaye
Publisher: Routledge
ISBN: 9781853465482
Category : Education
Languages : en
Pages : 0
Get Book
Book Description
This text maps out the professional, political and theoretical landscape of reflective practice, its nature and purposes and the claims being made for it. The book aims to bring together two central aspects of educational improvement: the power that teachers have to appraise, understand and transform their practice; and the bigger picture and the structures that serve to imprison and liberate practice.
Author: Donald A. Schon
Publisher: Jossey-Bass
ISBN: 9780470623107
Category : Education
Languages : en
Pages : 0
Get Book
Book Description
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.
Author: J. John Loughran
Publisher: Routledge
ISBN: 1135717249
Category : Education
Languages : en
Pages : 199
Get Book
Book Description
This text presents a research study into the development of reflective practitioners in a pre-service teacher education programme. The teacher educator in the study modelled his own reflections on practice in the hope that it would help students to apply reflection to their own teaching.; The results of the author's research demonstrate that reflection on practice occurs in three distinct periods: before anticipatory, during contemporaneous and after retrospective a pedagogical experience. The book concludes that when student teachers' own learning situations, both within their university coursework and their school experiences, become the focus for their learning about teaching and learning, their understanding of, and practice in, teaching is enhanced.
Author: George Hillocks
Publisher:
ISBN: 9780807734339
Category : Education
Languages : en
Pages : 242
Get Book
Book Description
George Hillocks, Jr. starts with the basic assumption that writing is at the heart of education, and provides a metatheory to respond to this question: "What is involved in the effective teaching of writing at the secondary and college freshmen levels?" The author outlines a variety of theories, explains the bridges between them, and provides a coherent theoretical basis for thinking about the teaching of writing. This concern with theory and research is offset by his attention to the practical matters of the classroom; teachers are shown how to plan activities and sequences of activities that are appropriate for students who are within Vygotsky's "zone of proximal development".
