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 children′s 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.
Tabella dei contenuti
Introduction
Introduction – Alice Hansen
Children as Reflective Learners – Emma Mc Vittie
Trainees and Teachers as Reflective Learners – Alice Hansen
Reflective Learning and Teaching Opportunities – Adrian Copping
Using Children’s Talk as a Basis for Reflective Practice – Nick Clough
Using Coaching as a Tool for Reflection – Mike Pezet
Using Self and Peer-Assessment for Reflection – Lisa Murtagh
Reflection through Lesson Study – Pete Dudley and Elizabeth Gowing
Reflective Journals and Portfolios – Helen Davenport
Appendix 1 – Model answers to the self-assesment questions
Appendix 2 – Feedback Action Plan
Appendix 3 – School Placement – Target Setting and Action Plan
Index
Circa l’autore
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 children′s 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 children’s talk.
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