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Reflective Practice in Education and Training

Reflective Practice in Education and Training

Second Edition

May 2020 | 120 pages | Learning Matters
This is a practical guide to reflective practice for teachers and trainee teachers in the FE and skills sector. Reflective practice is a key element of teaching and this comprehensive and accessible guide introduces and explains this area of practice for trainee and new teachers. It asks 'what is reflective practice?' and includes an exclamation of the processes of reflection and tips on reflective writing.

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.

What is Reflection?
What is Reflection?
Why Reflect?
Professional Reflective Practice: The Process
A Psycholateral Approach to Professional Reflective Practice
Types of Continuing Professional Development
Levels of Reflective writing
Reflective Teaching and Learning
Situated Reflective Practice

A very detailed book - far too in depth for the level of my current learners.

CARE, Carshalton College
January 9, 2014

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.

Miss Lisa Holland
Education , Tameside College
January 6, 2014

Excelleng text book for those doing Cert Ed, PGCE, DTLLS and the new Level 5 Diploma in Education and Training. Should be mandatory!

Mr Nigel McVeagh
Trainer/Teacher and Management Training, Skills2Train
December 11, 2013

This is a highly practical and supportive reference book for those new to teaching and training.

Lynette Morris
Internal Quality Assurance, Chiltern Training Group
November 21, 2013

This book is well-organised and easy to read. It demonstrates connection between reflective practice and professional development that it is very useful. I recommend it to student teachers.

October 30, 2013

This is an excellent book to guide student teachers on the practice of reflection. Reflection is a core practice of effective teaching, the book provides practical and useful approaches to reflecting on and critiquing teaching practices.

Dr Anne Walsh
Open Learning Centre, NUI Galway
October 21, 2013

This is a very readable and very useful book. it helps students to approach and enjoy an area which can seem 'dry'

Ms Carole Smith
Education Department, Solihull College
October 9, 2013

A useful text to get staff to realise the importance of reflection for themselves as well as getting their students to reflect on their studies and learning journeys.

Mrs Suzanne Weekes
London School of Hospitality & Tourism, University of West London
October 1, 2013

Used for Dttls and Pttls

Mrs Kate James
Health and Social Care, Barnet College
August 28, 2013

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.

Dr Charlotte Ramage
Health , Brighton University
August 6, 2013

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