Reflective Teaching in Further, Adult and Vocational Education
portes grátis
Reflective Teaching in Further, Adult and Vocational Education
Duncan, Dr Sam; Jones, Robin Webber; Husband, Gary; Brosnan, Dr Kevin; Nixon, Lawrence; Derrick, Jay; Stubley, Rachel; Gregson, Dr Margaret; Spedding, Trish
Bloomsbury Publishing PLC
06/2020
504
Dura
Inglês
9781350102019
15 a 20 dias
1225
Descrição não disponível.
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
