Turning into a Reflective English instructor builds company bridges among thought and perform, exploring how those may be introduced jointly to create strong contexts for educating and studying around the huge spectrum of components of the English secondary curriculum. by means of combining either theoretical and useful dimensions, the ebook allows you to mirror meaningfully at the techniques and impression of your educating. In a established and functional manner this e-book introduces you to the paradigmatic and theoretical concerns underpinning English instructing. via its specialise in the numerous facets of the position of the English instructor, the e-book lets you think about not only the perform of English, but additionally quite a number ancient, social coverage and theoretical views with regards to the improvement and formula of English as a subject matter. total the publication offers an in depth realizing of the key foundations of English as a tutorial self-discipline, in addition to what this suggests to your instructing. Key gains contain: expert mirrored image –targeted reflective actions M point projects –designed to assist strengthen robust and significant connections among educational and sensible parts of the teacher’s position Into perform –opportunities to contemplate the sensible program of fabric within the e-book This ebook helps scholars education to educate English in secondary colleges, in addition to the pro improvement of academics of English early of their careers. members: Angella Cooze, Robert Fisher, Jenny Grahame, Bethan Marshall, Jo McIntyre, Debra Myhill, Vicky Obied, Maggie Pitfield, Richard Quarshie, Gary Snapper, Linda Varley, Annabel Watson, Paula Zwozdiak-Myers
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Extra info for Becoming A Reflective English Teacher
Hodgson, A. and Spours, K. (2003) Beyond A Levels: Curriculum 2000 and the Reform of 14–19 Qualifications. London: Kogan Page. Holmes Group (1986) Tomorrow’s Teachers. East Lansing, MI: Holmes Group. Jones, K. (2003) Education in Britain: 1944 to the Present. Cambridge: Polity. Knights, B. (2005) ‘Intelligence and interrogation: the identity of the English student’, Arts and Humanities in Higher Education 4(1): 33–52. Marshall, B. ’, Critical Quarterly 39(1): 112–18. Marshall, B. (2000) English Teachers: The Unofficial Guide.
Zwozdiak-Myers 2010: 83) REFLECTIVE PRACTICE FOR PROFESSIONAL DEVELOPMENT 27 Key attributes of extended professionals Reflective practice as a disposition to enquiry has, at its roots, the early work of Dewey (1933), particularly in relation to the attitudes of open-mindedness, responsibility and wholeheartedness, which he argues are integral to reflective action. Open-mindedness refers to the willingness to consider more than one side of an argument and fully embrace and attend to alternative possibilities.
Are these learning outcomes appropriate for the whole range of diverse learners within the class – where is the evidence? • Why select this particular strategy for this particular group of students rather than an alternative – what evidence base have I drawn upon and why? • Why do I teach what I teach in the way that I teach it to a particular group of students? • How does my choice of objectives, learning outcomes and teaching strategies reﬂect the cultural, ethical, ideological, moral, political and social purposes of schooling?