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.
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.
excellent text, student feedback of those that bought or read text was good
Very good text for the PGCE and BA (Hons) in education.
A very useful insight into the importance of reflection in the teaching and learning process.
We now recommend this as an essential read for our LEVEL 4 PTLLS & CTLLS programmes. The text is easy to read and process and also link with the real teaching environment.
A excellent book that is ideal for the CCPD element of the DTLLS course. I cannot recommend this highly enough.
An excellent reference book for anyone promoting reflective practice as an integral basis for effective working. Provides a clear overview of theories and analytical tools that are useful for making sense of professional practice.
I really enjoyed reading this new edition, it gives a great introduction to the topic in a language new teachers can understand. The chapters flowed logically and I liked the tables and diagrams which brought theories to life. There are good links to theorists and the tasks are useful for new teachers to put theory into practice. The additional chapter certainly gives something to think about regarding situated reflective practice. I will recommend this book to all my learners.
Great introductory coverage for students, provides good level of detail in meaningful language for learners
