Über den Autor
Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, and the University of Bristol, UK. He taught for ten years before becoming a teacher educator and researcher. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP) and advised the government on the National Curriculum Review.
Introduction Part I: Becoming a Reflective Professional 1. Identity. Who are we, and what do we stand for? 2. Learning. How can we understand learner development? 3. Reflection. How can we develop the quality of our teaching? 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 managing behaviour? 8. Spaces. How are we creating environments for learning? Part III: 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 does use of language support learning? 13. Assessment. How can assessment enhance learning? Part IV: Reflecting on Consequences 14. Outcomes. How do we monitor student learning achievements? 15. Inclusion. How are we enabling learning opportunities? Part V: Deepening Understanding 16. Expertise. Conceptual tools for career-long fascination? 17. Professionalism. How does reflective teaching contribute to society? List of case-studies, checklists, figures and research briefings Bibliography Acknowledgements Index
This innovative and definitive textbook for reflective classroom professionalism offers support for initial teacher education and continuing professional development. It draws on the extensive experience and expertise of Andrew Pollard and his team, along with the findings of the Teaching and Learning Research Programme.
The definitive textbook for reflective classroom professionalism drawing on the experience of Andrew Pollard and his team, along with the findings of the Teaching and Learning Research Programme (TLRP).