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 *