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All India Institute of Speech and Hearing, Mysuru
(An Autonomous institute Under Ministry of Health and Family Welfare, Government of India.)

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Reflective teaching : evidence-informed professional practice / Andrew Pollard with Julie Anderson ... [et al.].

By: Contributor(s): Material type: TextPublication details: London ; New York : Continuum International Pub. Group, c2008.Edition: 3rd edDescription: xvi, 590 p. : ill. ; 25 cmISBN:
  • 9780826493408 (pbk.)
Subject(s): DDC classification:
  • 372.1102 POL 22
LOC classification:
  • LB1555 .P69 2008
Online resources:
Contents:
Preface; Evidence-informed professionalism across the UK; PART 1: BECOMING A REFLECTIVE TEACHER; 1. Reflective teaching; 2. Learning through mentoring in initial teacher education; 3. Developing an evidence-informed classroom; PART 2: BEING A REFLECTIVE TEACHER; 4. Social contexts. What is, and what might be?; 5. Values and identity. Who are we?; 6. Relationships. How are we getting on together?; 7. Learning. How can we understand children's development?; 8. Curriculum. How do we develop knowledge and understanding?; 9. Planning. How are we implementing the curriculum?; 10. Organization. How are we managing the classroom?; 11. Behaviour. How are we managing the class?; 12. Communication. What are its classroom characteristics?; 13. Teaching. How are we developing our strategies?; 14. Assessment. How are we monitoring learning and performance?; PART 3: BEYOND CLASSROOM REFLECTION; 15. Social inclusion. What are the consequences of classroom practices?; 16. Learning as a newly qualified teacher; 17. School improvement and continuing professional development; 18. Reflective teaching and society; A Guide to QTS Standards across the UK; Acronyms used in this book; List of research briefings; List of figures; List of reflective activities; List of checklists. Bibliography; Acknowledgements; Index.
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Stack text books All India Institute of Speech and Hearing 23/4 372.1102 POL (Browse shelf) Available 17613
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Includes bibliographical references (p. [551]-578) and index.

Preface; Evidence-informed professionalism across the UK; PART 1: BECOMING A REFLECTIVE TEACHER; 1. Reflective teaching; 2. Learning through mentoring in initial teacher education; 3. Developing an evidence-informed classroom; PART 2: BEING A REFLECTIVE TEACHER; 4. Social contexts. What is, and what might be?; 5. Values and identity. Who are we?; 6. Relationships. How are we getting on together?; 7. Learning. How can we understand children's development?; 8. Curriculum. How do we develop knowledge and understanding?; 9. Planning. How are we implementing the curriculum?; 10. Organization. How are we managing the classroom?; 11. Behaviour. How are we managing the class?; 12. Communication. What are its classroom characteristics?; 13. Teaching. How are we developing our strategies?; 14. Assessment. How are we monitoring learning and performance?; PART 3: BEYOND CLASSROOM REFLECTION; 15. Social inclusion. What are the consequences of classroom practices?; 16. Learning as a newly qualified teacher; 17. School improvement and continuing professional development; 18. Reflective teaching and society; A Guide to QTS Standards across the UK; Acronyms used in this book; List of research briefings; List of figures; List of reflective activities; List of checklists. Bibliography; Acknowledgements; Index.

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