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Reflective Primary Teaching
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Table of Contents

Introduction: why reflective primary practice?

  • Set high expectations which inspire, motivate and challenge pupils
  • Promote good progress and outcomes by pupils
  • Demonstrate good subject and curriculum knowledge
  • Plan and teach well structured lessons
  • Adapt teaching to respond to the strengths and needs of all pupils
  • Make accurate and productive use of assessment
  • Manage behaviour effectively to ensure a good and safe learning environment
  • Fulfil wider professional responsibilities
  • Personal and professional conduct
  • Postscript: the whole picture

    Promotional Information

    Very clearly presented text that incorporates all the relevant aspects related to reflective teaching. Reflective teaching is a very important aspect of the role and it is vital that trainees are given structure to be able to do so effectively - this text will be used to support this process. -- Helen Childerhouse, Sheffield Hallam University It has a good balance of theory and practice. The broad range of topics will be very useful as students prepare for interviews as well as starting points for workshop discussions. The reflective tasks will be especially useful here. The topics link very well to the Teachers' Standards and students could use the book to get a bigger picture of what meeting each Standard could involve. The book is well-written and well-structured, and the style is engaging with anecdotes enhancing the more theoretical elements. The author has credibility, given his breadth of experience. -- David Waugh, Durham University This book is set out in a very readable way and is packed with ideas for self-help through the reflective tasks. Having references and focused 'Take it further' readings at the end of each chapter allows the reader to delve deeper into a specific area of interest more quickly than having to search through the Bibliography for details. Setting out clearly the Learning Outcomes at the start of each chapter makes it clear exactly what the content will be. -- Miriam Walker, Winchester University

    About the Author

    Tony Ewens worked as a teacher and headteacher in primary and middle schools in Devon, then as the county’s advisory teacher for religious and moral education, before moving into Initial Teacher Education as a lecturer at St Martin’s College (now the University of Cumbria).  Specialising in philosophy of education as well as RE, he became Head of Education and Associate Dean at St Martin’s College.  Upon the formation of the University of Cumbria Tony was appointed Head of Education Studies.  He retired in 2008 and is now a freelance consultant, an external examiner for ITE courses and an author.  

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