Reflective Teaching in Further, Adult and Vocational Education

Jonathan Tummons is Professor of Education at Durham University, UK. His research and writing interests encompass higher, further, and professional education.The author team: Kevin Brosnan (University of Stirling, UK) | Jay Derrick and Sam Duncan (IOE, UCL’s Faculty of Education and Society, University College London, UK) | Gary Husband (Sunderland University, UK) | Balwant Kaur (Derby University, UK) | Kerry Scattergood (Solihull College, UK) | Rachel Stubley (University of South Wales, UK) | Paul Tully (Education and Training Foundation, UK)

• AcknowledgementsIntroductionUsing this bookA summary of the bookPart I: Becoming a Reflective Professional1. Identities: who are we and who are our learners?2. Learning: what do we mean when we talk about learning?3. Reflection: why should we be reflective practitioners?4. Principles: what are the effective foundations of teaching and learning?Part II: Creating Conditions for Learning5. Contexts: what is, and what might be?6. Relationships: how are we getting on together?7. Engagement: how does our teaching practice influence learner behaviour?8. Spaces: how are we creating environments for learning?Part III: Teaching for Learning9. Curriculum: what is to be taught and learned?10. Planning: how do we make the curriculum happen?11. Pedagogy: how can we develop effective strategies?12. Communication: how do literacies and language support learning?13. Assessment: how can assessment enhance learning?Part IV: Reflecting on Consequences14. Outcomes: how are we monitoring and evaluating the quality of teaching and learning?15. Inclusion: how do we enable opportunities for learning for all?Part V: Deepening Understanding16. Research: why should we develop research literacy?17. Professionalism: how can we encourage and nurture career-long reflective teaching?BibliographyIndex