Developing reflective practice : a guide for beginning by Debra McGregor, Lesley Cartwright
By Debra McGregor, Lesley Cartwright
The case reviews integrated during this textual content permit the reader to have infrequent entry to insightful examples of the ways that mirrored image can aid them in addressing assorted difficulties similar to coping with behaviour, making plans for creativity, becoming into the ethos of the varsity or collage, and constructing their wondering techniques.
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Additional resources for Developing reflective practice : a guide for beginning teachers
This is Fiona’s reﬂection after teaching her third lesson: “ At the end of the lesson I felt like I could write an entire essay just on what I had learnt from that hour! These are some of the most salient points: 1 Never, ever give out equipment until you want them to do something with it! Especially true for a lower ability set, the cups I gave out for the activity were too much of a distraction! 2 Always double check who in your class will struggle with which tasks. I gave out role play cards and was very embarrassed to learn I had given a complicated role to a pupil who could not read!
From there they can move on to develop successful new approaches. This requires researching new materials or resources, discussing ideas with more experienced professionals and watching other expert teachers in action, observing what they do that is successful. P1: OTA/XYZ MHBK036-01 P2: ABC MHBK036-McGregor August 2, 2011 17:23 Printer Name: Yet to Come WHAT CAN REFLECTIVE PRACTICE MEAN FOR YOU . . AND WHY SHOULD YOU ENGAGE IN IT? 5 How can you ensure that activities are exciting, or that your freshly adapted resources are a triumph?
One way of doing this is through reﬂective practice, as it recognizes ‘the wealth of expertise that resides in the practices of good teachers’ (Zeichner 1994: 10). Ironically, increased accountability has also led to greater visibility in the form of the professional standards (TDA 2007). 1) of their career development, and teachers must provide evidence of having met them. At present in England there are ﬁve progressive levels of standards. 1). A deep understanding of these core strands, and the speciﬁc standards that relate to your stage of career progression, is essential as you progress in your career.