Reflective Learning and Teaching in Primary Schools

Name: Reflective Learning and Teaching in Primary Schools
Brand: Sage Publications Ltd
SKU: 9780857258656
Price: 116.83 EUR
Availability: InStock

★★★★★

English

Trainee teachers are expected to demonstrate reflective practice in many ways throughout their course. Unlike other texts, this book takes a focused look at what primary trainees need to know and offers specific and details guidance on how to be meaningfully reflective in learning and teaching.

Examining reflection as a tool for both teachers and children, this text considers how teachers can encourage the children they teach to be reflective in their own learning and how this can improve learning and teaching. Chapters on lesson study and reflective journals offer practical guidance, and a chapter on using childrens voice as a tool for reflection explores this popular topical theme. Case studies and activities are included to help the reader relate theory to practice and all chapters are linked to the 2012 Teachers Standards.

About the Transforming Primary QTS series

This series reflects the new creative way schools are begining to teach, taking a fresh approach to supporting trainees as they work towards primary QTS. Titles provide fully up to date resources focused on teaching a more integrated and inclusive curriculum, and texts draw out meaningful and explicit cross curricular links.

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Age Group_Uncategorizedautomatic-updateB01=Adrian CoppingB01=Alice EarnshawB01=Alice HansenB01=Elizabeth GowingB01=Emma McVittieB01=Helen DavenportB01=Lisa MurtaghB01=Mike PezetB01=Nick CloughB01=Peter DudleyCategory1=Non-FictionCategory=JNLBCategory=JNTCOP=United KingdomDelivery_Delivery within 10-20 working daysLanguage_EnglishPA=AvailablePrice_€100 and abovePS=Activesoftlaunch

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Product Details

Weight: 450g
Dimensions: 171 x 246mm
Publication Date: 18 May 2012
Publisher: Sage Publications Ltd
Publication City/Country: United Kingdom
Language: English
ISBN13: 9780857258656

About

Alice Hansen is the Director of Children Count Ltd where she is educational consultant. Her work includes running professional development courses and events for teachers and teacher trainers research and publishing. Alice has worked in education in England and abroad. Prior to her current work she was a primary mathematics tutor and the programme leader for a full-time primary PGCE programme at a large university in England. Adrian Copping has been working in teacher education for the last twelve years. At present he is Primary PGCE Programme Leader and Senior Lecturer in English and Literacy based at the Lancaster campus of the University of Cumbria. Previously Adrian worked at two contrasting schools in Lancashire as class teacher and leader. Adrians particular interests are the use of teacher-in-role and other drama techniques to develop childrens writing and understanding of text and also the impact of creative thinking on childrens writing. Adrian has presented work on this at various national and international conferences. In his teacher education work Adrian continues to develop close working relationships with primary schools which have enabled him to keep abreast of current practice as well as develop his areas of research interest. Lisa Murtagh is BA (Hons) Primary Education with QTS Part Time Programme Leader at Edge Hill University. She has been involved in Initial Teacher Training for nine years and her research interest lies with assessment. Helen Davenport has worked in the Early Years sector for twenty years as a Foundation Stage Leader Deputy Head and currently as a Senior Lecturer at Manchester Metropolitan University in Childhood Studies. She has previously been engaged in research that explores the nature of students reflective writing and young childrens talk and chatter. Helen is passionate about the benefits of outdoor learning and Forest School and enjoys taking her Early Years students to Forest School sessions and enabling them to experience this approach first hand. Her current academic interests include the pedagogies and practices that stem from Forest Schools with a particular curiosity about practitioner experiences of leading sessions and how these outdoor spaces might support childrens talk.