The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism. Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success, with a focus on the key issues including planning and assessing learning and collaborative approaches to reflective practice - evidence-informed 'principles' to aid understanding of how theories can effectively inform and develop teaching practices In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs.Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library. reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.
Foreword How to Use this Book Introduction Part I: Becoming Reflective 1. Identity. Who are we? What do we stand for? 2. Learning. How can we understand learner development? 3. Reflection. How can we develop the quality of our practice 4. Principles. What are the foundations of effective teaching and learning? Part II: 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 III: Learning for Teaching 9. Curriculum. What is to be taught and learnt? 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 IV: Reflecting on Outcomes 14. Quality. How are we evaluating student learning experiences/achievements? 15. Inclusion. How are we enabling opportunities? Part V: Deepening Understanding 16. Expertise. How can we engage in conceptual, career-long, practice-focused professional development? 17. Professionalism. How does reflective teaching contribute to society and to ourselves? Epilogue Reflective activities List of case studies and figures Acknowledgements Glossary Bibliography Index
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