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 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.
Useful source of reference with plenty of examples.
This is a useful source of information for reflective learning, it will be most useful to all students. I will be recommending it for our undergraduate students
Very informative book, which will help anyone trying for QTLS. It is easy to understand and is helpful.
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.
Part of a growing reference for students interested in the narative paradigm.
