Foreword Introduction Part I: Becoming a reflective professional 1. Identity. Who are we, and what do we stand for? 2. Learning. How can we understand learner development? 3. Reflection. How can we develop the quality of our teaching? 4. Principles. What are the foundations of effective teaching and learning? Part II: Creating Conditions for Learning 5. Contexts. What is, and what might be? 6. Relationships. How are we getting on together? 7. Engagement. How are we managing behaviour? 8. Spaces. How are we creating environments for learning? Part III: Teaching for Learning 9. Curriculum. What is to be taught and learned? 10. Planning. How are we implementing the curriculum? 11. Pedagogy. How can we develop effective strategies? 12. Communication. How does language support learning? 13. Assessment. How can assessment enhance learning? Part IV: Reflecting on Consequences 14. Outcomes. How do we monitor student learning achievements? 15. Inclusion. How do we manage equality and diversity? Part V: Deepening Understanding 17. Expertise. Conceptual tools for career-long fascination? 18. Professionalism. How does reflective teaching contribute to society, and to ourselves? Epilogue Reflective activities List of case studies and figures Acknowledgements Glossary Bibliography Index
The definitive textbook for reflective professionalism, drawing on the experiences of Margaret Gregson, Yvonne Hillier and their team along with the findings of the TLRP.
Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK. Yvonne Hillier is Professor of Education at Brighton University, UK.
An instant FAVE for those teaching in further, adult and vocational
education ... It can be used as a powerful reference book and is
full of current thinking, research, policy and practice that I
shared with colleagues. It's also packed full of useful links ...
[A] real insight into the world of further education.
*InTuition*
Precisely positioned in the domain of vocational and further
education, this book presents a new enlarged vision and an
innovative pedagogical approach ... [It] offers extensive support
for experienced practising teachers and consequently for trainees
in their initial and continuing professional development. This book
is both a textbook and a tool of reference to be consulted time and
again by FAVE teachers and instructors looking throughout their
career to develop their reflexive practice.
*International Review of Education*
I thought I knew a thing or two about further education, but
Reflective Teaching in Further, Adult and Vocational Education has
opened my eyes and my mind. It is at one and the same time
comprehensive and personal; authoritative and sceptical; engaging
and challenging. This is not a book to read at one sitting but to
consult time and again for thoughtful overviews of all the main
issues in further, adult and vocational education.
*Frank Coffield, Emeritus Professor of Education, Institute of
Education, University College London, UK*
Reflective Teaching in Further, Adult and Vocational Education is a
very important publication, the most comprehensive book on teaching
in a sector unfamiliar to most politicians and much of the media.
It is informative, rigorously research-based, measured and clearly
written. It demonstrates convincingly how critical the role of
teachers is, for both a healthy society and a productive economy,
and also how essentially complex the wisdom and expertise of
teachers needs to be. I expect it to become the standard text for
post-compulsory sector teacher education.
*Jay Derrick, Director of Post-compulsory Initial Teacher
Education, Institute of Education, University College London,
UK*
I found Reflective Teaching in Further, Adult and Vocational
Education highly readable and practical, focusing as it does on the
key issues that teachers and practitioners in further, adult and
vocational education and vocational education elsewhere face in
their daily work. The book provides wise advice and much food for
thought. As a result it will be an invaluable asset for those
wishing to better understand how they might improve their teaching
practice.
*Berwyn Clayton, Director of the Work-based Education Research
Centre, Victoria University, Australia*
Reflective Teaching in Further, Adult and Vocational Education is a
welcome alternative and antidote to books that aim to provide a
technical manual on how to teach in further education settings.
This accessible and illuminating book eschews abstraction in favour
of a deeply contextualised approach. Reflective Teaching in
Further, Adult and Vocational Education guides the reader through
the principles and values underpinning reflective practice in a
refreshingly honest, personal and straightforward way. This is a
compendious and essential book for teacher educators and students
alike.
*Rob Smith, Principal Lecturer and Research Fellow, Centre for
Research and Development in Lifelong Education (CRADLE), University
of Wolverhampton, UK*
Full of insight, advice and scholarship of the highest level, this
extended version of the Yvonne Hillier’s classic is a must-buy
purchase for any teacher, including those in further adult and
vocational education. It is comprehensive, written by expert
practitioners, full of opportunities for reflection and action, and
truly focussed on learning for social justice.
*Jim Crawley, Senior Lecturer and Teaching Fellow, School of
Education, Bath Spa University, UK*
Reflective Teaching in Further, Adult and Vocational Education book
is fantastic. It combines bang-up-to-date scholarship and research
with a wealth of practitioner experience, in a text that is
entirely suitable to both trainees and newer teachers in the
ever-diverse post-compulsory sector. Eschewing the bullet points
and over-simplified approach that blight too many other books, this
volume instead positions the readers as being intelligent,
critically aware and thoughtful - and does not let them down. It's
thorough, thoughtful, grounded in rich practice and critical use of
theory, and should be compulsory reading for all in the sector.
*Jonathan Tummons, Lecturer in Education, Durham University, UK*
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