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020 _a1283269198
020 _a9780335242573
020 _a9780335242580
020 _a9781283269193
040 _aN$T
_cN$T
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_beng
_erda
041 0 _aeng
049 _aTR-IsMEF
050 4 _aLB1025.3
_b.D48 2011
245 0 0 _aDeveloping reflective practice :
_ba guide for beginning teachers /
_cedited by Debra McGregor and Lesley Cartwright.
264 1 _aBerkshire, England ;
_aNew York :
_bOpen University Press,
_c2011.
264 4 _a©2011
300 _axxvi, 301 pages :
_billustrations ;
_c24 cm
504 _aIncludes bibliographical references (pages [281]-292) and index.
520 8 _aThe case studies included in this text allow the reader to have rare access to insightful examples of the ways in which reflection can support them in addressing diverse problems such as managing behaviour, planning for creativity, fitting into the ethos of the school or college, and developing their questioning techniques.
596 _a1
650 0 _aReflective teaching
700 1 _aMcGregor, Debra,
_eeditor.
700 1 _aCartwright, Lesley
_eeditor.
910 _aPandora
942 _2lcc
_cBKS
970 0 1 _tContents
970 0 1 _aNotes on contributors,
_pix
970 0 1 _aForeword by Professor Carilone Gipps,
_pxiii
970 0 1 _aPreface,
_pxv
970 0 1 _aAcknowledgements,
_pxxiii
970 0 1 _aList of Abbreviations,
_pxxv
970 1 1 _l1
_tWhat can reflective practice mean for you ... and why should you engage in it?,
_cDebra McGregor,
_fMcGregor, Debra,
_p1
970 1 1 _l2
_tHow do you become a reflective professional?,
_cLorraine Thomas,
_fThomas, Lorraine,
_cGerald Griggs,
_fGriggs, Gerald,
_p21
970 1 1 _l3
_tWho do you think you are ... and who do you think you will be as a teacher?,
_cMary Dunne,
_fDunne, Mary,
_p39
970 1 1 _l4
_tHow consciously reflective are you?,
_cLesley Cartwright,
_fCartwright, Lesley,
_p55
970 1 1 _l5
_tHow does your teacher identity fit in with the culture of teaching and the organization?,
_cAngela Gault,
_fGault, Angela,
_p69
970 1 1 _l6
_tIdentifying and mapping your complementary support systems: who are you partners in reflection?,
_cDot Heslop,
_fHeslop, Dot,
_cLinda Devlin,
_fDevlin, Linda,
_p91
970 1 1 _l7
_tHow can you use reflection to develop creativity in your classroom?,
_cLesley Mycroft,
_fMycroft,Lesley,
_cPaul Gurton,
_fGurton, Paul,
_p107
970 1 1 _l8
_tAre you a fatalist or an idealist?,
_cLesley Cartwright,
_fCartwright, Lesley,
_p127
970 1 1 _l9
_tFrameworks to make small changes with big impact: how can detailed reflection improve your practice?,
_cLesley Cartwright,
_fCartwright, Lesley,
_cLorraine Thomas,
_fThomas, Lorraine,
_p145
970 1 1 _l10
_tHow can you make the best use of feedback on your teaching?,
_cFay Glendenning,
_fGlendenning, Fay,
_cLesley Cartwright,
_fCartwright, Lesley,
_p165
970 1 1 _l11
_tHow can you overcome constraints to enhance reflective practice?,
_cMahmoud Emira,
_fEmira, Mahmoud,
_cJulie Wilde,
_fWilde, Julie,
_p187
970 1 1 _l12
_tHow can e-reflection help develop your practice?,
_cSarah Powell,
_fPowell, Sarah,
_p201
970 1 1 _l13
_t'Reflection, reflection, reflection, I'm thinking all the time, why do I need a theory or model of reflection?',
_cVanessa Dye,
_fDye, Vanessa,
_p217
970 1 1 _l14
_tTaking the longer term view: how can reflective practice sustain continuing professional development?,
_cDebra McGregor,
_fMcGregor, Debra,
_cLesley Cartwright,
_fCartwright, Lesley,
_p235
970 0 1 _lAppendix 1
_tQTS standards summary,
_p251
970 0 1 _lAppendix 2
_tGrade criteria for the inspection of initial teacher training 2008-11,
_p259
970 0 1 _lAppendix 3
_tUsing progression grids for staged feedback,
_p267
970 0 1 _lAppendix 4
_tAction plan for augmenting mentor support,
_p271
970 0 1 _aGlossary,
_p273
970 0 1 _aReferences,
_p281
970 0 1 _aIndex,
_p293
999 _c11539
_d11539
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