Informed teaching is built upon a clear understanding of a wide range of professional issues. Reflective Teaching and Learning in the Secondary School offers a comprehensive overview of core teaching topics designed as an essential companion textbook for professional studies modules on secondary initial teacher education courses. Offering a critically engaged examination of practical and theoretical topics in order to encourage deeper reflection on what underpins good teaching practice, this second edition has been carefully updated to provide a contemporary introduction to secondary education. New to this edition: @! a new chapter on diversity, social justice and global issues in teaching " a new chapter on pastoral and tutorial roles @! improved coverage of developing critical thinking skills in the classroom @! masters-level critical reading tasks in every chapter @! awareness of recent developments in education policy This is indispensable reading for anyone training to teach in secondary education including postgraduate (PGCE, SCITT) and employment-based routes into teaching, and particularly relevant for those on M-level programmes. A companion website including activities and exemplar material can be found out: www.sagepub.co.uk/dymoke Sue Dymoke is Senior Lecturer in Education at the University of Leicester.
Sue Dymoke is Senior Lecturer in Education at the University of Leicester.
Introduction - Sue Dymoke Professional Learning and the Reflective Practitioner - Jennifer Harrison An Overview of Learning - Sue Dymoke Learning and Teaching Contexts - Ingrid Spencer and Sue Dymoke Classroom Management - Phil Wood Assessing Students - Tony Lawson Pastoral Care and the Role of the Form Tutor - Joan Smith Diversity, Social Justice and Global Issues in Education - Chris Wilkins Glossary Index
'This book claims to be 'an introduction for beginning secondary teachers on developing the art of critical reflective teaching throughout their professional work.' It does this well. This new edition has been updated to reflect recent developments in education policy and research. Importantly, it also stresses the need for beginning teachers to recognise the changing environment they are entering. By successfully combining theoretical background with activities and questions to engage the reader, it promotes reflective thought and encourages reflective teaching. A number of the activities are designed to challenge the reader to think and work at Masters Level. Theory is well supported with additional reading to allow the reader to explore each area further. I would recommend the new edition to trainee/beginning teachers and those involved in the training and development of teachers and it would also be a useful addition to the reading of more experienced teachers' - Andrew Connell, Senior Lecturer &Director of PGCE, Keele University 'The book thoughtfully combines core teaching topics for professional studies with suggestions for critical reading at Master's level in every chapter and this helps to ensure that it is a "must have" read for beginning teachers, mentors and professional tutors in both secondary and primary contexts. In short, what's not to like?' -- Sue Kelly * Professional Development Today *
