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_aUKMGB _beng _erda _cUKMGB _dDLC _dYDXCP _dCDX _dUKBRU _dUKDBK _dLTSCA _dDEBBG _dBTCTA _dBDX _dIUL _dOCLCF _dLND _dUKBOL _dATU |
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_aLA633 _b.P65 1997 |
082 | 0 | 4 |
_a371.102 _223 |
100 | 1 |
_aPollard, Andrew, _d1949- _eauthor. _9395309 |
|
245 | 1 | 0 |
_aReflective teaching in schools / _cAndrew Pollard with Kristine Black-Hawkins [and others]. |
250 | _a4th edition. | ||
264 | 1 |
_aLondon ; _aNew York : _bBloomsbury, _c2014. |
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264 | 4 | _c©2014 | |
300 |
_axi, 558 pages : _billustrations ; _c24 cm. |
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_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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490 | 1 | _aReflective teaching | |
504 | _aIncludes bibliographical references and index. | ||
505 | 0 | _aPart I. Becoming a Reflective Professional -- Part II. Creating Conditions for Learning -- Part III. Teaching for Learning -- Part IV. Reflecting on Consequences -- Part V. Deepening Understanding -- -- | |
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 | 8 | _aBuilding on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, 'Reflective Teaching in Schools' presents key issues and research insights, suggests reflective activities for classroom work and offers guidance on selected readings. | |
588 | _aMachine converted from AACR2 source record. | ||
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_aReflective teaching. _9333060 |
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_aBlack-Hawkins, Kristine, _d1957- _eauthor. _9304192 |
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830 | 0 |
_aReflective teaching series. _9831795 |
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