Items related to Reflective Teaching: Evidence-informed Professional...
About the Author
Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, the University of Bristol, UK, and the University of Cambridge, UK. He taught for ten years before becoming a teacher educator and researcher. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP) and advised the government on the National Curriculum Review.
Review
'[Reflective Teaching] should be kept to hand by teachers and by schools. I'd suggest it should be in every CPD leader's library ... What makes this book so great is that it is packed full of examples, diagrams and teaching tools.' CPD Update, April 2009 "The fact that this is the third edition of Andrew Pollard's popular initial teacher education textbook...demonstrates that this is a book with a successful record of supporting the professional development of beginning teachers. The format of this new edition of the book includes not only the core textbook, but also integrated and complementary resources comprising a book of readings and a dedicated website hosting supplementary guidance. Whilst these additions to the core book are valuable, it is worth noting that the book remains, self-contained, and could still be used without reference to the additional materials and therefore remains a valuable text for beginning teachers in its own right. The content and structure have evolved in response to current practice and policies whilst still retaining a strong emphasis on what the authors refer to as the enduring educational issues. However, it is the clarity and fluency of the writing throughout that enables the authors to present to the reader a detailed and balanced consideration of all aspects of teachers' work, lives and positions in society, within a framework that makes clear links between classroom practice and research within current educational, political and social issues." Journal of Education for Teaching 'The essence of the book is that it harvests, organises and then explains evidence-informed professional knowledge. In other words, it tries to promote "good practice" as established by educationalists across the UK and beyond.' Andrew Pollard, ESCalate News, Spring 2010 'Reflective Teaching strikes a good balance between the abstract and the specific. It isn't as up-in-the-air as many education books are, and it does consider genuine classroom issues ... it doesn't get bogged down in the minutiae of the classroom. I would really recommend this book to anybody on an initial teacher training course, as a very helpful overview of important issues and a good starting point for further, more detailed research.' Amazon.Com Books 'The size and weight of this book could be off-putting to anyone who might be considering a career in teaching (imagine a bumper Argos catalogue), but with perseverance he or she would find it to be a worthwhile investment - both in terms of the initial financial outlay and subsequent reading time. As a primary PGCE tutor, I have read Reflective Teaching with trainee teachers in mind and consider that it would make a valuable addition to a general reading list - particularly as it provides an accessible starting point for further study and reflection. In addition to trainee teachers, Reflective Teaching is also aimed at various other readers, including: mentors, newly qualified teachers and those engaged in continuing professional development. This is the third edition of the book, bringing together a wide range of current and historically significant information, and is designed to partner Readings for Reflective Teaching (containing 120 'exceptional' readings) and the website www.rtweb.info. Links are made to these other sources throughout, namely in the form of suggested readings. It is difficult to argue with the book's description in its introduction as the 'definitive textbook for reflective classroom professionalism'. It is certainly comprehensive and well constructed, encompassing policy, theory, research, and practice. Real thought has been given to its organisation and every attempt has been made to clearly explain key ideas and terminology. The index is helpfully coded to highlight references to figures, reflective activities and QTS standards, and a glossary of acronyms is also provided. It is fair to say that Reflective Teaching contains something interesting and useful on most topics that you can think of in relation to teaching: accountability, assessment, behaviour management, bilingualism, collaboration, cross-curricular issues, differentiation, health and safety, ICT, lesson planning, national curricula, observation, parents, questioning, resources, school effectiveness, special educational needs, transition, values etc. etc. If the topic you are looking for is not discussed in sufficient detail, then the authors will point you in the right direction for further information. This, I think, is one way in which the book justifies its description as a 'definitive' textbook. If you are looking for inspiration and direction as a teacher or trainer then Reflective Teaching should be your starting point! The book is divided into three sections: Part 1 concerns 'Becoming a Reflective Teacher', Part 2 looks at 'Being a Reflective Teacher', and Part 3 concentrates on 'Beyond Classroom Reflection'. There is a strong sense of logic to the organisation of the book, but it is nonetheless possible to pick a chapter at random and read this without needing to read the previous chapters in order for it to make sense. Each chapter begins with a whole-page diagram explaining the content and structure of the chapter, which aids the reader in locating specific information. Reflective activities (73 in total) are included, which mostly involve completing some sort of small practical classroom-based investigation. Each activity is clearly structured but the downside is that you must have access to a classroom, as you cannot attempt them from a purely theoretical or hypothetical angle. At the end of each chapter key readings are given in the form of an annotated list. There are also suggestions to follow-up in Readings for Reflective Teaching and on the RT website. Andrew Pollard, the principal author, is Director of the Teaching and Learning Research Programme (TLRP) and research briefings from this initiative are included throughout, along with numerous diagrams, tables, photographs and cartoons... In conclusion, Reflective Teaching has much to offer any reader with an interest in improving his/her practice, or the practice of others. One of the ten principles of the TLRP is that teacher learning is an essential part of effective teaching and learning: 'the importance of teachers learning continuously in order to develop their knowledge and skill, and adapt and develop their roles, especially through classroom enquiry, should be recognised and supported' (p.284). This is something that Reflective Teaching both recognises and supports wholeheartedly' ESCalate, July 2008 ESCalate
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