In one way or another, most of Reflective Teaching’s chapters are concerned with pedagogy and, for readings on more specific issues – such as relationships, engagement, behaviour, assessment, etc. – please consult the relevant chapter.

TLRP’s overall school findings, including ‘ten principles for effective teaching and learning’, are discussed in Chapter 3 of this book.  For a simple explanation of the idea of pedagogy seen as science, craft and art, and an exposition of ‘conceptual tools’ for tackling enduring educational issues, see: 

Alexander’s comparative analysis of pedagogic issues has generated a strong conceptual framework which is applicable to any setting. See:

An influential application of a synthesis of global research is:

An exceptional collection of readings on pedagogy is cited below. In this volume, Leach and Moon explore the interplay between ‘school knowledge’, ‘subject knowledge’ and ‘pedagogic knowledge’.

To explore the particular significance of dialogue in classroom pedagogy, see:

There is a long tradition of thinking about the development of pedagogy as a creative and organic process. This approach emphasises how teaching must connect with the learner as a person and with his or her construction of meaning. See:

For consideration of more radical approaches to pedagogy, try:

There have been huge changes in teaching, and this is likely to continue. The books below offer an outline of teaching in primary classrooms in the past. In addition, Doddington and Hilton draw on the history of the progressive tradition and its relevance in education today to demonstrate that, in spite of the standards agenda, teachers can reclaim some autonomy and teach creatively.

For a selection of recent thinking about pedagogy, see: