Bloomsbury Readings for Reflective Teaching in Schools

This book provides compact and portable library - of particular relevance to teacher education and professional development. It is part of a set of professional resources. It links directly to a textbook, Reflective Teaching in Schools, and to a website, reflectiveteaching.co.uk. For primary and secondary schools, we thus offer three fully integrated and complementary sources of materials: - Reflective Teaching in Schools (the core book for school-based professional development) - Readings for Reflective Teaching in Schools (a portable library with 112 readings linked to the core book) - reflectiveteaching.co.uk (a website for supplementary, updated 'Notes for Further Reading', 'Reflective Activities', links, downloads, etc.) Readings for Reflective Teaching in Schools has been extensively updated since earlier versions. Whilst some classic sources remain, most of the 112 readings are new. Material from important recent research has been added, drawing internationally as well as reflecting the unique character of the countries of the UK and Ireland. The balance of the book has been adjusted to reflect current issues and concerns in education - and to support a wide range of school-university partnership arrangements. This collection is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. - Secondary experts are Mary James, former President of the British Educational Research Association, Gabrielle Cliff-Hodges, Sue Swaffield, Fay Turner and Mark Winterbottom. - The primary team are Pete Dudley, former Director of the Primary Strategies in England, Kristine Black-Hawkins, Holly Linklater, Mandy Swann, Paul Warwick and Mary Anne Wolpert. Reflective Teaching in Schools considers a very wide range of professionally relevant topics, presents key issues and research insights, suggests 'Reflective Activities' for classroom work, and offers guidance on selected 'Key Readings'. Designed to be used at two levels, it offers both practical support for classroom challenges and routes towards deeper forms of expertise. It is an established textbook supporting school-based practice for initial teacher education courses across the UK and beyond. reflectiveteaching.co.ukis a website supplementing the two books. For example, there are materials on mentoring which will be particularly helpful for school-based teacher education, and also on how to design and carry out teacher research and classroom enquiry as part of professional development. There are Notes for Further Reading, a glossary of terms and additional Reflective Activities. The section on Deepening Expertise delivers more advanced features, including a framework linking research evidence to powerful concepts for the analysis of classroom practice. This book is one of the Reflective Teaching Series - applying principles of reflective practice in early years, schools, further, higher and adult education. About the Author Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, the University of Bristol, UK, and the University of Cambridge, 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.