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.
