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.
a basic but sound introduction to reflective practice.
This is an excellent book to guide student teachers on the practice of reflection. Reflection is a core practice of effective teaching, the book provides practical and useful approaches to reflecting on and critiquing teaching practices.
This book is well-organised and easy to read. It demonstrates connection between reflective practice and professional development that it is very useful. I recommend it to student teachers.
This text is useful for those supporting the learning of undergraduate students in their first year and health care support workers enrolled on foundation degrees. The text provides a means to enable those teaching and supporting students and health care staff new to reflection to understand how to approach reflective practice and guidance on how to assist 'students' moving through 'stuck' places to encourage ongoing engagement with the reflective cycle.
Reflective practices are an important part of teacher training and this is a concise and useful text book for all students/trainees.
Part of a growing reference for students interested in the narative paradigm.
A useful reference guide for reflective practice in workplace settings. The second edition will be used to inform both lectures and self-directed work on facilitation, and planning and managing experiential learning for outdoor education students. The text is well organised and easy to follow and makes good use of figures and tables to compress ideas.
This is a highly practical and supportive reference book for those new to teaching and training.
Really useful book for anyone wishing to develop as a lifelong learning sector teacher.
Really useful book to give the background information on reflective practice. Useful in many contexts including youth work and social work.
