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Reflective Teaching in Schools, Fifth Edition
5. Deepening understanding
16. Expertise
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Reflective Teaching in Schools, Fifth Edition
1. Becoming a reflective professional
1. Identity
2. Learning
3. Reflection
4. Principles
Observing [supplementary chapter]
Enquiry [supplementary chapter]
Mentoring [supplementary chapter]
Techniques of enquiry [supplementary chapter]
2. Creating conditions for learning
5. Contexts
6. Relationships
7. Engagement
8. Spaces
3. Teaching for learning
9. Curriculum
10. Planning
11. Pedagogy
12. Communication
13. Assessment
4. Reflecting on consequences
14. Outcomes
15. Inclusion
Judgement [supplementary chapter]
5. Deepening understanding
16. Expertise
17. Professionalism
Starting out [supplementary chapter]
Improvement [supplementary chapter]
16. Expertise
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Reflective Activities
Further Reading
Research Briefings
Diagrams & Figures
Educational Aims
To review national aspirations and consequential links between curriculum breadth, pedagogic principles and congruent assessment
Using the Conceptual Framework
To explore using the conceptual framework to reflect on professional expertise
A digital version of the Conceptual Framework is available on this website
here
.
Notes on Further Reading
Overview
Educational aims, learning contexts, classroom processes and learning outcomes
Using the Conceptual Framework
Research Briefings
Learning to perform: enhancing understanding of musical expertise
Home-school knowledge exchange
Consulting pupils about teaching and learning
Inclusive practices in schools
Engagement for inclusion
Identity and learning
Learning how to learn
Learning across the life course
Diagrams and figures
Figure 16.1 Stages in the development of expertise
Figure 16.2 Principles, concepts and evidence-informed practice
Figure 16.3 A framework for teacher expertise: powerful concepts and expert questions