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Home > Reflective Teaching in Primary Schools > 1. Becoming a reflective professional > 1. Identity > Further reading > Overview


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Overview

The suggestions for Further Readings below, as for each chapter on this website, follow the structure of the printed book chapter.  So, in this instance, we begin with a focus on ‘ourselves as teachers’, then move to consider ‘children and young people as pupils’, and finally conclude by reviewing ‘learning and teaching through life’.  We thus explore the identities of the main protagonists of classroom life: teachers and learners.

A classic text which established the importance for classroom practice of considering the `self' of teachers and children is:

  • Hargreaves, D.H. (1972) Interpersonal Relationships and Education, London: Routledge & Kegan Paul.

Standing back further, a stimulating sociological analysis of these matters can be found in the following classic work:

  • Goffman, E. (1959) The Presentation of Self in Everyday Life, Garden City: Doubleday.

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