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_a1472506561 _qhardback |
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050 | 4 | _aLB1025.3 | |
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_a371.102 _223 |
245 | 0 | 0 |
_aReadings for reflective teaching in schools / _cedited by Andrew Pollard. |
250 | _a2nd edition. | ||
264 | 1 |
_aLondon : _bBloomsbury, _c2014. |
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264 | 4 | _c©2014 | |
300 |
_a484 pages : _billustrations ; _c24 cm |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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504 | _aIncludes bibliographical references and index. | ||
505 | 0 |
_gPart I. _tBecoming a Reflective Professional -- _gPart II. _tCreating Conditions for Learning -- _gPart III. _tTeaching for Learning -- _gPart IV. _tReflecting on Consequences -- _gPart V. _tDeepening Understanding -- -- |
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505 | 0 | 0 |
_gPart I. _tBecoming a Reflective Professional -- _g1. _tIdentity. Who are we, and what do we stand for? -- _g2. _tLearning. How can we understand learner development? -- _g3. _tReflection. How can we develop the quality of our teaching? -- _g4. _tPrinciples. What are the foundations of effective teaching and learning? -- -- _gPart II. _tCreating Conditions for Learning -- _g5. _tContexts. What is, and what might be? -- _g6. _tRelationships. How are we getting on together? -- _g7. _tEngagement. How are we managing behaviour? -- _g8. _tSpaces. How are we creating environments for learning -- -- _gPart III. _tTeaching for Learning -- _g9. _tCurriculum. What is to be taught and learned? -- _g10. _tPlanning. How are we implementing the curriculum? -- _g11. _tPedagogy. How can we develop effective strategies? -- _g12. _tCommunication. How does use of language support learning? -- _g13. _tAssessment. How can assessment enhance learning? -- -- _gPart IV. _tReflecting on Consequences -- _g14. _tOutcomes. How do we monitor student learning achievements? -- _g15. _tInclusion. How are we enabling learning opportunities? -- _gPart V. _tDeepening Understanding -- _g16. _tExpertise. Conceptual tools for career-long fascination? -- _g17. _tProfessionalism. How does reflective teaching contribute to society? |
520 | _a"Introduction Part I: Becoming a Reflective Professional Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, new readings concisely introduce much of the best of classic and contemporary international research on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education and a wide range of school-university partnership arrangements."--Publisher's website. | ||
650 | 0 |
_aReflective teaching. _9333060 |
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700 | 1 |
_aPollard, Andrew, _d1949- _eeditor. _9395309 |
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