Practically, beyond the chapters of Reflective Teaching in Schools, Wragg provides both a tried-and-tested series and reflects on longstanding trends in teaching and learning, and Mujis and Reynolds debate the evidence on different professional activities which contribute to teacher effectiveness.
Wragg, E. C. (various dates) Successful Teaching Series (Questioning, Explaining, Class Management and Assessment), London: RoutledgeFalmer.
Wragg, E.C. (2004) The RoutledgeFalmer Reader in Teaching and Learning, London: RoutledgeFalmer.
Muijis, D. and Reynolds, D. (2005) Effective Teaching: Evidence and Practice (2nd edition), London: Sage.
Such books should help enormously in developing the initial competencies on which reflective practices confidently build. This kind of development is underpinned by Collins, Insley and Soler's volume below which explores thinking on pedagogy drawing on the voices of teachers, parents, children, advisors and inspectors, and encourages teachers to apply this thinking to their individual contexts. A more controversial exploration of what is meant by pedagogy, and shifts in thinking is provided by Mortimore. For a discussion of different perspectives encompassed by the concept of pedagogy, see Leach and Moon.
Collins, J., Insley, K. and Soler, J. (2004) Developing Pedagogy, London: Sage.
Mortimore, P. (2004) Understanding Pedagogy, London: Sage.
Leach, J. and Moon, B. (2008) The Power of Pedagogy, London: Sage.
