Professional Development Today

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Issue 16.2

Reflective teaching

Chapter Summary: Building on best-selling texts over three decades, the 4th edition of the definitive textbook for reflective classroom professionalism gives evidencebased guidance on key issues in classroom practice, supporting both initial school-based training and extended career-long professionalism.

Date:
10/01/2014
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PDT 16.2 Cover

PDT 16.2 Cover (Open access)

Date:
06/02/2014
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PDT 16.2 Contents

What's in this issue? (Open access)

Date:
06/02/2014
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PDT 16.2 Editorial: The power of reflection

Graham Handscomb contrasts the simplistic government proposal that unqualified people can be teachers with a deeper understanding of the nature, purpose and skills of teaching. (Open access)

Date:
06/02/2014
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Theories of action – Teacher practice and student achievement

In this second article in a series of three, David Hopkins and Wayne Craig explore the actions that teachers take and their consequences on the learning and achievement of students. They show how this raises significant implications for professional development.

Date:
06/02/2014
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“Decoro, Sprezzatura, Grazia” – A creative metaphor for teaching and teachers’ learning today?

What metaphors get closest to describing the kinds of qualities and skills that teachers need to acquire? Lesley Saunders calls for greater public awareness of the depth and complexity of teachers’ professional knowledge.

Date:
06/02/2014
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The coach in the classroom: Practical strategies for using student voice to improve teaching

“Student voice” and student participation have become established features in most schools, but is this restricted to input about school meals rather than teaching and learning? Marcella McCarthy provides practical guidance on how teachers can ensure students become genuine partners in shaping classroom pedagogy.

Date:
06/02/2014
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How to… develop teacher education through reflective practice

Introduction to this issue's 'How to' guide, in which Andrew Pollard examines how to use reflective teaching as a fundamental part of school-led teacher education. (Open access)

Date:
06/02/2014
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How to... examine our perceptions of pupils

It has been found that teacher judgements are affected by the gender, ethnicity, or social class of the pupils, which can result in unfair treatment of pupils. As reflective teachers, we must focus on supporting and enhancing the achievement of all pupils in our care.

Date:
06/02/2014
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How to... analyse the use of classroom time

However well-organised a classroom is, and however good one’s organisation of resources, when pupils start to use that space, it can lead to a significant amount of ‘evaporated time’. This section will help you re-analyse the way in which space and resources, and pupils’ use thereof, are designed and managed.

Date:
06/02/2014
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How to... develop and evaluate classroom practice using ‘Lesson Study’

Lesson Study blends teacher creativity with scientific rigour to establish systematic processes for teacher learning about classroom practice. Here's a brief guide to using it in your own classroom.

Date:
06/02/2014
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How to... extend a repertoire of strategies to manage behaviour

A range of strategies for managing unruly behaviour while maintaining positive relationships. This guide divides the strategies into three groups - minimal, routine and assertive levels of teacher action - and offers some examples of their implementation.

Date:
06/02/2014
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How to... mentor a student teacher in school

While higher education will introduce students to key issues and to research-informed understanding about learning, teaching, curriculum and assessment, schools will lead the development of application and classroom practice. This guide provides advice on ways to support a student teacher in your school.

Date:
06/02/2014
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‘Children see differently from us’ – A fresh perspective on school improvement

Who determines the nature of school improvement? Judy Durrant provides fresh thinking where teachers and children are the agents of school improvement and contribute to decisions about the nature and purpose of schooling.

Date:
06/02/2014
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Who you gonna call? - Using specialists effectively

The movement towards professional development being school focused and school-led raises important implications for the important contribution of external expertise. Philippa Cordingley and Natalia Buckler explore the evidence for using specialists effectively and cast light on who they are.

Date:
06/02/2014
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PDT 16.2 Full Issue

Download the full issue here.

Date:
06/02/2014
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