| Description |
xii, 276 pages ; 25 cm |
| Contents |
List of Figures -- About the Author & Acknowledgements -- Preface -- 1 Reflective Practice -- Introduction -- What is Reflection? -- What Does the Literature Say about Reflection? -- Different Levels of Reflection -- A Personal Model of Reflection -- Practice in Reflection -- Scenario One -- Conclusion -- References -- 2 Teaching as Professional Practice -- Introduction -- What Does the Literature Say about Teaching as a Profession? -- Professional Ethics -- Scenario Two -- Conclusion -- References -- 3 Education in the Twenty-First Century -- Introduction - Looking to the Future -- What Does the Literature Say about Looking to the Future? -- The Importance of Teacher Quality -- Scenario Three -- Conclusion -- References -- 4 The Learning Process -- Introduction -- What Does the Literature Say about How the Brain Works? -- Brain Facts -- Implications for Teaching -- The Cognitive Science Perspective of Learning -- Scenario Four -- Conclusion -- References -- 5 Teaching for Learning -- Introduction -- What Does the Literature Say about Learning? -- Overview of Constructivism -- Engagement and Motivation -- Metacognition -- Scenario Five -- Conclusion -- References -- 6 Theories on the Nature of Intelligence -- Introduction -- What Does the Literature Say about Theories of Intelligence? -- Intelligence Matters -- Implications for Teaching -- Scenario Six -- Conclusion -- References -- 7 Emotional Intelligence -- Introduction -- What Does the Literature Say about Emotional Intelligence' -- Implications for Teaching -- Scenario Seven -- Conclusion -- References -- 8 The Importance of Positive Thinking -- Introduction -- What Does the Literature Say about Theories on Positive Thinking and Related Ideas? -- Implications for Education - The Positive Education Framework -- Implications for Education - The Impact of Self Efficacy Beliefs -- Scenario Eight -- Conclusion -- References -- |
|
9 Self Directed Learning -- Introduction -- What Does the Literature Say about Self Directed Learning? -- Intrapersonal Intelligence - Knowledge of Self -- Developmental Perspectives of Executive Function -- Goal Setting -- Implications for Teaching -- Scenario Nine -- Conclusion -- References -- 10 Understanding Student Diversity -- Introduction -- What Does the Literature Say about Cultural Differences? -- Social Diversity -- Individual Diversity -- Scenario Ten -- Conclusion -- References -- 11 Skills and Strategies for Differentiation -- Introduction -- What Does the Literature Say about Differentiation? -- Differentiation of Content -- Differentiation of Pedagogy -- Differentiating the Environment -- Differentiating and Technology -- Differentiation for Gifted Students -- Scenario Eleven -- Conclusion -- References -- 12 Beginning Your Teaching Career -- Introduction -- What Does the Literature Say about Beginning Teachers? -- Classroom Discipline -- Models of Behaviour Management -- Assessment, Feedback and Communicating with Parents -- Resources -- Conclusion -- References - Index |
| Summary |
An essential aspect of teaching is being able to reflect on your own practice and analyse your professional actions, and use this process to develop as a successful teacher |
| Analysis |
Australian |
|
Federation University (GCETT text) |
| Notes |
Formerly CIP. Uk |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Also issued online |
| Subject |
Education.
|
|
Educational psychology.
|
|
Inquiry (Theory of knowledge)
|
|
Reflective teaching.
|
|
Teaching -- Case studies.
|
| Genre/Form |
Case studies.
|
| Author |
Clark, James (Publishing editor), editor
|
|
Plant, Rachael, editor
|
| LC no. |
2013937560 |
| ISBN |
1446256502 (hardback) |
|
1446267407 (paperback) |
|
9781446256503 (hardback) |
|
9781446267400 (paperback) |
|
