Reflective Practice in Education and Training
Achieving QTLS Series
Many trainees and new teachers need support in reflective practice. Written for all those working towards QTLS, this text gives practical guidance on how to become a reflective practitioner and examines how this relates directly to teaching in the FE and skills sector, and how reflection can benefit teaching. This second edition includes new chapters on 'reflective teaching and learning' and 'reflection-re-action', a new Theory Focus feature.
Richard Malthouse has extensive knowledge of education and training in the UK and abroad. He currently works in training design and performance needs analysis for a large law enforcement agency. Alongside this, Richard is the director of a successful company offering coaching to individuals. Richard is a Doctor of Education and a Fellow of the Institute of Learning.
Jodi Roffey-Barentsen is Programme Manager of the BA (Hons) in Education and the Foundation Degree in Learing Support at Farnborough College of Technology and is involved in a range of initial teacher training programmes. Jodi also works as a consultant for the Institute of Learning. Jodi is a Doctor of Education and a fellow of the Institute for Learning.
Reflective practice is critical for all those training in the educational sector. This book provides useful theories and an examination of the reflective process.
very useful book to student teachers
This text gives many examples and exercises of ways in which to use reflective practice in training - with suggestions of 'what to do next'. It is a self-study text, rather than one to be used in classrooms, although particular exercises could be set as homework, for discussion in the classroom.
Easy to read yet informative and interesting. Great for trainee teachers and also good for experienced ones to have a refresher.
Really useful book for anyone wishing to develop as a lifelong learning sector teacher.
Some key chapters on reflective practice for professionals and students a like.
Really useful book to give the background information on reflective practice. Useful in many contexts including youth work and social work.
a basic but sound introduction to reflective practice.
This book is good with new teachers and helping those on how to reflect
This book is absolutely essential for those covering the topic of CPPD, and particularly reflective practice. The authors offer a critical perspective of the various models of reflection (i.e. Schon, etc), and this provides tutors (and student teachers) with a detailed analysis of which models are most appropriate for different reflective situations.
This book is well written, perfectly structured, and quick to read; whilst maintaining a detailed approach to exploring education and training.
