Developing Reflective Practice A Guide for Beginning Teachers

Reflective practice is widely recognized as a tool for professional learning and development, and yet it can still remain elusive to beginning teachers. This book, a rich mix of practical advice and application of theoretical lenses explains and exemplifies how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of illuminatory case studies drawn from the reflective journals of beginning teachers in the primary, secondary and post-compulsory phases.

Debra McGregor is Reader in Developing Pedagogy and Educational Doctorate Award Leader at the University of Wolverhampton, UK. Lesley Cartwright is the former Director of Secondary School Partnerships at the University of Wolverhampton and is now an Education Consultant, UK.

Forword
Preface
What can reflective practice mean to you?
How do you become a reflective professional?
Who Do You Think You Are... and Who Do You Think You Will Be as a Teacher?
How Consciously Reflective Are You?
How does your teacher identity fit in with the culture of teaching and the organization?
Who are your partners in reflection? Identifying and mapping your complementary support systems.
How Can I Use Reflection to Develop Creativity in my Classroom?
Are you a Fatalist or an Idealist?
How can detailed reflection improve your practice? Frameworks to make small changes with big impact.
How can you make the best use of feedback on your teaching?
How can you overcome constraints to enhance reflective practice?
How can e-reflection help develop your practice?
"Reflection, reflection, reflection, I'm thinking all the time, why do I need a theory or model of reflection?"
Taking the longer term view: How can reflective practice sustain continuing professional development?
Appendices