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 book is absolutely essential for those covering the topic of CPPD, and particularly reflective practice. The authors offer a critical perspective of the various models of reflection (i.e. Schon, etc), and this provides tutors (and student teachers) with a detailed analysis of which models are most appropriate for different reflective situations.
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This book is well written, perfectly structured, and quick to read; whilst maintaining a detailed approach to exploring education and training.
This book has been extremely useful. Showing students brief and straightforward explanations relating to reflective practice. It is a good introduction to further reading and research.
A useful and concise introductory text to reflective practice which will be helpful in building the skills for reflective practice.
I will also be using it for an undergraduate Summer school and as it ideal as a quick and informative text to access in a short course and get students up to speed and ready for their degree work.
A very detailed book - far too in depth for the level of my current learners.
Some key chapters on reflective practice for professionals and students a like.
Very informative book, which will help anyone trying for QTLS. It is easy to understand and is helpful.
We have recommended this publication again for students on the Fd programmes, in Early Years and Educational Practice. The text is clear and develops a wider understanding of reflective practice in the setting and through critical thoughts on given subjects/events that students have to reflect upon.
This book is good with new teachers and helping those on how to reflect
Reflective practice is critical for all those training in the educational sector. This book provides useful theories and an examination of the reflective process.
Great introductory coverage for students, provides good level of detail in meaningful language for learners